The Institute for Domestic and International Affairs
Commission for Social Development Basic Education for Youth Rutgers Model United Nations 16-19 November 2006
Director: Jenny Muschinske
Š 2006 Institute for Domestic & International Affairs, Inc. (IDIA) This document is solely for use in preparation for Rutgers Model United Nations 2006. Use for other purposes is not permitted without the express written consent of IDIA. For more information, please write us at idiainfo@idia.net
Introduction _________________________________________________________________ 1 Background _________________________________________________________________ 2 UNESCO’s Education Campaigns ___________________________________________________ 4 World Bank Involvement and Educational Aid ________________________________________ 7 The Global Campaign for Education _________________________________________________ 9
Current Status ______________________________________________________________ 11 Less Developed Countries as Compared With Developed States__________________________ 11 World Youth Report _____________________________________________________________ 12 Gender Equality _________________________________________________________________ 12 Alternative Learning _____________________________________________________________ 13
Key Positions _______________________________________________________________ 14 Regional Positions________________________________________________________________ 14 Asia and the Middle East _________________________________________________________________14 Africa ________________________________________________________________________________16 Latin America/Caribbean _________________________________________________________________17 North America and Europe ________________________________________________________________18 Non-Governmental Organizations __________________________________________________________19 Business Interests _______________________________________________________________________20
Summary___________________________________________________________________ 21 Discussion Questions _________________________________________________________ 22 Works Cited ________________________________________________________________ 23
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Introduction More than 115 million children worldwide currently do not receive an education, and another 150 million children do not complete enough primary schooling to be considered literate.1 The Universal Declaration on Human Rights (UDHR) deems basic education an inherent right that each citizen of the world should receive, but it does not specifically delineate what “basic education” truly means, or how such programs should be implemented. Since the World Conference on Education for All in 1990, international organizations, governments, and the United Nations have been working toward improving the quality of, and access to, education. The UN Millennium Development Goals (MDGs) laid out in 2000, established the goal of providing every child with access to a basic education by the year 2015. Two of the central components of this goal are enrollment and retention – not only is it important for children to enroll in primary school at the proper age, but it is essential that they stay in school for at least five years to be officially considered literate. Educating children is the best way, according to the United Nations Children’s Fund (UNICEF) and the MDGs, to ensure a secure global future. Education reduces poverty and provides more opportunity for people regardless of their location. There are multiple reasons that children are not given the opportunity to enroll in some form of basic education, or cannot seize the chance to go to school if it is presented. Fees for public schools often make an education unattainable, but even in situations where school is free, it is often too costly for children to attend school, and not help the family tend their fields. Children are a critical part of the labor force creating a situation where some adolescents are expected to stay home and work to help support their family, and thus do not have time for schooling.2 A number of organizations sponsored by both the United Nations and various non-governmental Organizations (NGOs), exist with the primary goal of universalizing primary education. These organizations seek to develop 1
Basic Education Coalition, “Why Basic Education?” http://www.basiced.org/whybasiced.php UN Cyber School Bus “The Millennium Development Goals” http://www.un.org/Pubs/CyberSchoolBus/mdgs/index.html 2
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new and innovative means to lower or eliminate school fees, reallocate funding, and train teachers to provide a higher quality education.
Two of the most significant such
campaigns are Education Now and the Global Campaign for Education. Providing universal basic education is seen as a way in which a multitude of other problems facing society can be ameliorated in that equipping the populace with general knowledge enables them to address other concerns in a sophisticated fashion. Education promotes progress, and it is therefore vital that children throughout the world be provided with basic schooling in order to facilitate social growth and development.
Background The term “basic education� encompasses two main ideas. It refers first to the most basic needs for the transfer of information. The intensity of this level of education varies among states, and even among regions. For example, in developing states, the primary concern falls into funding the building of schools and
effectively
training
teachers,
and
not
necessarily on the quality of education provided to the students. In industrialized states, there is not as much of an issue building physical structures in
Functional Literacy: a level of reading and writing sufficient for everyday life but not for completely autonomous activity. Source: www.nde.state.ne.us/READ/ FRAMEWORK/glossary/general_f-j.html
which education takes place, and significantly more resources are given to the teachers and materials with which education takes place. The second idea of basic education relates to the provision of the most simplistic of educations, so that students, regardless of age attain functional literacy.3 Education is so strongly valued worldwide because people view it as crucial to securing a successful global community for the future. Education strengthens minds, families, and communities, and therefore is critical to future development. That some people cannot afford supplies, school fees, and uniforms greatly hinders the quest to provide equal educational opportunity for everyone. The UN has affirmed that lack of 3
H.M. Phillips, Educational Cooperation Between Developed and LDCs, (New York, Praeger Publishers, 1976) 105
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education in any community is damaging because “literacy, especially functional literacy and adequate education, represents an indispensable element for the development and harnessing of science, technology and human resources for economic and social progress.”4 The UN also notes that education is “essential for achieving the goals of eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality, and ensuring sustainable development, peace and democracy.”5 Uneducated people are lacking not only in academic knowledge, but more importantly, life skills. Often, educated people in Western democracies take their academic abilities for granted as it is hard for many to imagine a life without basic reading or counting skills. In order for begin to address this problem, people must learn to think globally. Just because education in one state is adequate to provide for the needs of its population does not mean that neighboring states are afforded the same opportunity. Accommodating the education needs of every state will take a long time, and requires a great deal of patience. While it might seem like primary education would be an area in which all states would be concerned, it actually took a few decades for some regions to agree that it was an issue that needed attention. The United States and the United Kingdom surprisingly were among the last of the states to put education among the top of their priorities. Much of the employment in Western cultures such as the US and
the
UK
was
based
on
apprenticeship, so basic education
Apprenticeship: A system of training regulated by law or custom which combines on-the-job training and work experience while in paid employment with formal off-the-job training. The apprentice enters into a contract of training or training agreement with an employer which imposes mutual obligations on both parties. Traditionally, apprenticeships were in trade occupations and were of four years’ duration. Source: www.southbank.tafe.net/site/tools/glossary/A-E.asp
was not necessary for the stability of the economy. Now, however, the US and the UK have some of the most developed school systems in the world. The perception regarding education in these two states has changed as the skill sets necessary for nearly all fruitful employment and productivity within society now require more than even a basic 4 5
United Nations General Assembly. Resolution A/C.3/52/L.II/Rev.1. November 1997 Ibid.
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Higher education in the United States and the United Kingdom is now
considered invaluable and almost mandatory. Since the institution of the organization, the United Nations has affirmed that “everyone has the right to education.”6 From the time of the drafting of the Universal Declaration of Human Rights, many UN bodies, namely the United Nations Educational, Scientific, and Cultural Organization (UNESCO), as well as United Nations Children’s Fund (UNICEF), have drafted and overseen the implementation of resolutions addressing the paramount need for basic education all over the world.
UNESCO’s Education Campaigns The United Nations Educational, Scientific, and Cultural Organization developed from the Allied Ministers of Education, an organization established in London in 1942, and continues to uphold a philosophy that education is essential for being, and that every human has a basic right to knowledge and instruction.7 The first official UNESCO campaign for “free and compulsory education” began in 1951, and set an agenda that, in many ways, is still in place today. The goal of the campaign reached beyond the scope of simply providing an education for all the children of the world – this campaign sought to provide equal education for every child. Each child across the world should have the opportunity to reach his or her goals based on merit and personal knowledge regardless of location or culture; they should not be punished merely because they were born in Africa or underdeveloped regions of Asia or Europe. When UNESCO first introduced this campaign, it promulgated the ideology that education is “the most fruitful of all investments.”8 Arguably the most significant UN campaign for development of basic education was the World Conference on Education for All, held in 1990 in Thailand. Organized by
6
“Universal Declaration on Human Rights” United Nations General Assembly, December 1948 UNESCO “Education: Right to Education” The United Nations, http://portal.unesco.org/education/en/ev.phpURL_ID=9021&URL_DO=DO_TOPIC&URL_SECTION=201.html. Accessed March 31, 2006 8 Jean Debiesse, “The Right to Free and Compulsory Education” UNESCO Courier. August 1951. 7
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UNESCO, UNICEF, and the United Nations Development Program (UNDP),9 the conference sought to spread the importance of primary education and to drastically reduce illiteracy rates. The conference addressed many issues, some of which included the fact that at the time, more than 100 million children had no access to primary education. Moreover, in many places where children may have satisfied attendance requirements, they were not receiving quality instruction.10 A new concept of basic education was developed at this conference, referred to as the “Expanded Vision” which builds upon the previous view of basic education, delving deeper into problem, while broadening the methods of solution.11 At the World Conference on Education for All, UNESCO also developed the “Framework for Action to Meet Basic Learning Needs,” which outlined a plan for national governments, international organizations, as well as bi- and multilateral-aid organizations to enact and carry out the programs designed by the World Declaration on Education for All. The Framework encompasses three main levels of action, which are “direct action within individual countries, co-operation among groups of countries sharing certain characteristics and concerns, and multilateral and bilateral co-operation in the world community.”12 In 1995, The World Programme of Action for Youth on Education predicted that many least developed countries (LDCs) would fall short of universal primary education by the year 2000. The three main areas that were addressed by the program, were 1) the inability of many parents in LDCs to send their kids to school based on the economic and social factors in the country; 2) the lack of educational opportunities for girls, migrants, refugees, Internally Displaced Persons, street children, indigenous youth, young people in rural areas and young people with disabilities; and 3) the quality of the education
9
Nelly P. Stromquist and Michael L. Basile, Politics of Educational Innovations in LDCs, ( New York, Falmer Press, 1999) 61 10 World Declaration on Education for All, “Meeting Basic Learning Needs” UNESCO, 1990 11 Stromquist and Basile. 64 12 World Conference on Education for All, “Framework for Action: Meeting Basic Learning Needs” UNESCO, http://www.unesco.org/education/efa/ed_for_all/background/07Bpubl.shtml
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provided.13 Many of these problems remain today. In 2000, the Member States of the United Nations met in Dakar, Senegal at the World Education Forum, where they established the Dakar Framework for Action: Meeting our Collective Commitments, which stemmed from the Education for All 2000 Assessment (EFA 2000), the most comprehensive analysis of basic education at the time.14 This Framework was similar to the one previously drafted in Thailand, but expanded upon the former ideas, and updated the plans. The Dakar Framework also included six sub-frameworks that were oriented towards specific regions, including the E-9 Initiative: The E-9 initiative was launched in 1993 to represent high-population states in their question for education. The nine members are: Bangladesh Indonesia Brazil Mexico China Nigeria Egypt Pakistan India Source: http://www.unesco.org/education/e9/
Sub-Saharan Conference on Education for All, the Asia and Pacific Conference on the EFA 2000
Assessment,
the
Arab
Regional
Conference on Education for All, the Third Inter-Ministerial Review Meeting of the E-9 Countries, the Conference on Education for All in Europe and North America, and the Regional
Education for All Conference in the Americas. The Dakar Framework laid out strategies for the six essential goals of the conference, which were: 1) the improvement and expansion of early childhood care and education, especially for disadvantaged children; 2) Ensuring that free basic education was accessible to all citizens by the year 2015; 3) guaranteeing that each person is equipped with basic life skills and literacy; 4) improving adult literacy by 50 per cent by 2015; 5) closing gender gaps, and ensuring equal opportunities for girls; and 6) improving the general quality of education, especially in basic life skills, literacy, and numeracy.
This was perhaps the first time that concrete, tangible, and indeed attainable goals were deliberated and discussed by a broad cross-section of national leaders. Whether or not the ambitious objectives can be reached by their respective deadlines is not yet known,
13 14
The World Programme of Action for Youth on Education (A/RES/50/81). UNESCO. 1995 “The Dakar Framework for Action� UNESCO. France. 2000
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but the fact that they were enumerated made it clear that they were to be treated as a necessity.
World Bank Involvement and Educational Aid Because materials for primary education could be produced locally, it was not until the late 1960s that aid agencies saw a need to get involved with basic education. Beginning in the early 1970s UNESCO ran an educational aid program, in which various organizations and member states would volunteer their money and services to other areas that needed educational development. Organizations and member states would negotiate the terms of the project they wanted to sponsor. Help from many multilateral agencies across the globe, such as UNICEF, the World Bank, and the United Nations Development Program (UNDP), as well as aid from bilateral donors has successfully helped to fund various education programs, however, significant reform remains necessary in the efficient organization and management of these donations.
Many less developed
countries expect their assistance from multilateral organizations, despite the fact that bilateral donors often prove more helpful and effective.15 The World Bank, though a monetary-based organization, feels that the most important thing that they can do for governments is to advise them on the feasibility of their solutions. The Bank helps to plan and design various education programs, tailoring different projects to the needs and demands of the state with which they are working. Since their first education project in Tunisia in 1963, the World Bank has lent nearly USD $20 billion to more than five hundred projects throughout the world.16 The Bank has expressed its opinion that infrastructure for schools, while an easy place to lay blame for problems, does not actually affect the accessibility or quality of offered to students.17 Rather, it suggests that school costs should be shared by the community and the family as education of young people will prove beneficial not only to the individual student, but
15
Phillips, 25. Rosa-Marie “Torres “Improving the Quality of Basic Education? The Strategies of the World Bank.” Politics of Educational Innovations in LDCs, 1999. 17 Ibid. 65 16
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indeed to the community as a whole. The important thing about the World Bank is that its concern with education refers mostly to schooling and youth education, as it believes essential for every person around the world. In 2002 the World Bank also launched the Fast Track Initiative (FTI), a funding plan to help LDCs achieve the Millennium Development Goals. The FTI provides incentives for those states that fit specific criteria for building sound education plans. These criteria include concepts such as “commitment to poverty reduction and a sound education sector plan.”18 The FTI Committee is headed by two bi-lateral agencies. The G8 president serves as one co-chair and the leader of a non-G8 country as the other.19 Some countries currently working in conjunction with the FTI include: Kenya, Mozambique, Yemen, Honduras, Bangladesh, Tanzania, Namibia, Malawi, Mali, Ghana, and Uganda. In
2003,
the
International
Monetary Fund (IMF) assessed the Millennium Development Goals (MDGs), especially in the provision of basic education to eradicate poverty.
The
MDGs are much more costly than the UN, the World Bank, and governments originally realized, as many of the countries at which the MDGs are directed
Millennium Development Goals All 191 United Nations Members States made a commitment to the MDGs in 2000, with an aim to achieve them by 2015. They are: • • • • • • • •
Eradicate extreme poverty and hunger Achieve universal primary education Promote gender equality and empower women Reduce child mortality Improve maternal health Combat HIV and AIDS, malaria and other diseases Ensure environmental sustainability Develop a global partnership for development
Source: www.eu2005.gov.uk/servlet/Front
will not be able to fund the proposed solutions.
The IMF plays an extremely important role in funding the programs
implemented in an effort to reach the MDGs. As a seasoned provider of funding for programs that it deems to be meaningful, the IMF needs to “use its technical expertise working with Governments to design macroeconomic frameworks that can accommodate 18
“Education for All in Africa” UNESCO. http://portal.unesco.org/education/en/ev.phpURL_ID=31054&URL_DO=DO_TOPIC&URL_SECTION=201.html 19 Education for All Fast Track Initiative. “About FTI.” http://www1.worldbank.org/education/efafti/overview.asp
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these increased resources”20 for more effective educational funding.
The Global Campaign for Education In 1999, a number of non-governmental organizations, including Education International and Global March Against Child Labor, joined forces with the United Nations to form the Global Campaign for Education (GCE).
The mission of this
campaign states is to promote education as a basic human right, and to mobilize pressure on the international community “to provide free, compulsory public basic education for all people.”21 The UN and the NGOs aim to have a means to provide every child with a free education by the year 2015.22 The campaign is comprised of a number of different NGOs, from teachers unions to international organizations such as Oxfam International and the International Save the Children Alliance, to smaller scale, local NGOs. All of these organizations share the same belief that the international community needs to implement the Education for All goals that were established in Dakar in 2000. Some other policies of the GCE include asking that states suspend the fees it charges for public education through the use of tax levies or other government funding.
The GCE also stresses collaboration among
students, teachers, members of the surrounding community, and government officials in an effort to offer a sense of ownership to the various stakeholders that rely upon the education system.23 The GCE, in conjunction with UNESCO, has organized a number of programs such as Global Action: Education for All Week 2004, to promote basic education as a natural right. During that week, a million children lobbied within their own states, asking their governments to do more to provide opportunity for education for children all over
20
Oxfam International. “The IMF and the Millennium Goals: Failing to Deliver for Low Income Countries” Oxfam Briefing Paper. 2003. 21 “About Us” Global Campaign for Education, http://www.campaignforeducation.org/about/about.html 22 Brendan O Malley. “Free School is a Tall Order” The Times Educational Supplement no. 4580 (April 23 2004) 20 23 “Principles” Global Campaign for Education. http://www.campaignforeducation.org/about/about_principles.html
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the world.24 Much of the work done during that week, and throughout the GCE’s projects took place in Sub-Shaharan Africa and South and West Asia. Some 73 per cent of the 100 million children who are not being schooled live in these regions, not surprisingly, seeing as these areas tend to be poverty stricken and extremely unindustrialized.25 The Global Action Week in 2005 was entitled “Send My Friend to School,” and was extremely successful. By the end a number of African countries signed pledges to “Educate to End Poverty.” Many important global figures met with members of the campaign to learn about the effort, and to hear what people thought the most effective legislative changes would be within individual states.
In some states, government
officials showed their support of the campaign by “going back to school” for a few hours, with the hopes that there would be increased funding for their school systems.26 The theme Global Action Week 2006 was “Every Child Needs a Teacher,” stressing the importance of having qualified teachers available to students seeking an education. The goal of the GCE in 2006 is to lobby for more teachers in order to help meet the 2015 goal of providing a meaningful education to students regardless of age or location.27 Around the world, teachers are faced with the pressure of teaching classes with up to 100 students, and the challenge of teaching without sufficient supplies. In order to meet the 2015 goal of universal primary education, at least 15 million new teachers are needed worldwide.28
24
Education for All Week “Time for School” UNESCO. http://portal.unesco.org/education/en/ev.phpURL_ID=28708&URL_DO=DO_TOPIC&URL_SECTION=201.html 25 Ibid. 26 “What Happened in 2005?” Global Campaign for Educationhttp://www.campaignforeducation.org/action/action_2005_happened.html 27 Business Day “South Africa; Call for System to Improve Teacher” Africa News. 2006. Lexis Nexis. http://web.lexisnexis.com/universe/document?_m=57abbe3be296a3e4090abde12bc0aaf0&_docnum=1&wchp=dGLbVtzzSkVA&_md5=592fee240b07491f8c2025ded2433594 28 Global Campaign for Education. “Campaign Briefing- Every Child Needs a Teacher.” April 2006.
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Current Status While it is apparent that the goal of providing all children with free basic education by 2015 is not realistic based upon current realities, some significant advances have been made since the establishment of the goal in 2000. Many countries reallocated funding for education, and some lowered education fees, resulting in the doubling and tripling school enrollment. Some 46 out of 163 countries have already achieved universal primary education, and if trends continue, twenty more countries will reach the goal by 2015.29 Unfortunately, insufficient educational opportunity is still a problem in SubSaharan Africa, where countries are not approaching the goal; in some LDCs, enrollment rates are even declining.
Less Developed Countries as Compared With Developed States There is a significant discrepancy between education in LDCs and the developed world, as industrialized nations have technologies and resources unavailable to the poorest states. In industrialized states, education reform refers more to school choice, site-based management, high stakes testing, and curriculum restructuring, than merely building and staffing new education institutions. In LDCs, the idea of education reform centralizes on making the most effective use of the money allocated for education, so that the quality of education is improved, while at the same time, education costs are reduced. Though this is also characteristic of industrialized states, the intent is different. It is a matter of achieving efficiency in both cases: in LDCs the focus is on minimizing material costs while in industrialized nations, it is a matter of maximizing what can be attained for the least amount of money. Regions with many LDCs, such as Sub-Saharan Africa and Southeast Asia, are having the most trouble establishing a concrete plan of action to accomplish the MDGs. These are the areas where education improvement is needed the most, and yet where it is least conceivable.
29
“Education for All Global Monitoring Report 2006� UNESCO. 2006
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World Youth Report The World Youth Report, released every two years, addresses a number of topics relating to youth, ranging from education, to youth employment, to youth and drugs. Highlighted in the first chapter of the 2003 version of this report, the Economic and Social Council of the United Nations clearly saw education as one of the more important issues facing youth.30 The 2005 World Youth Report addressed similar issues, just from an updated perspective.
The
report again acknowledged that the
Digital Divide: The gap between those people and communities who can access and make effective use of information technology and those who cannot. Source: www.mountainpartnership.org/glossary.html
number of children enrolled in primary schools had increased since 1995, but that some countries were still far from making any significant progress. One of the very important issues brought up in the report was the digital divide. Like many transnational issues at this day in age, the digital divide becomes an area of concern. The digital divide refers to the technological discrepancies between LDCs and developing nations. The 2005 Report states, “Urgent attention is needed to prevent the digital divide between developed and LDCs from widening in the next generation.”31
Gender Equality Of the 115 million children worldwide that are not receiving basic education, 60 per cent are females.32 In LDCs there is a tendency for families to put pressure on the girls of the family to refrain from enrolling in school so that they may stay home and help around the house, while the males are encouraged to receive an education and to provide for the family. The Global Campaign for Education proposed that some sort of incentive be offered to families in LDCs that send their daughters to schools. Proposed incentives include free meals at school or a stipend awarded for good attendance.33 One of the primary concerns with the lack of educated women internationally is 30
Department of Economic and Social Affairs. “World Youth Report 2003” United Nations. 2004 ECOSOC “World Youth Report 2005.” 2005. 32 UN Cyber School Bus “Goal 2: Achieve Universal Primary Education” ECOSOC. http://www.un.org/Pubs/CyberSchoolBus/mdgs/index.html 33 “A Fair Chance: Attaining Gender Equality in Basic Education” Global Campaign for Education. 2003. 1 31
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chain reaction that will result. The woman, as a mother, has tremendous influence over the child and the household; an uneducated woman is less likely to stress education in her children’s lives, thus they are less likely to recognize the value of a primary education.34 Educating women also helps to ensure that children are raised in a healthy manner. Children born to a mother with no basic education are twice as likely to die of malnutrition before the age of five, than children that are born to mothers who completed even just a few years of primary school.35 In the report “A Fair Chance” the GCE acknowledges the need for policymakers to consult women in civil society when making their plans to improve girls education.36 The World Youth Report of 2005 also suggested that more female teachers be hired to possibly evoke a stronger feeling of comfort for girls who attend school. Other suggestions on the part of ECOSOC include raising the minimum age for marriage, providing school based health education, offering separate and improved sanitation facilities for girls, and making sure that schools are in areas that are safe for females to walk. These ideas, proposed by the World Youth Report 2005, and supported by the Global Campaign for Education, are slowly being implemented but not at a sufficient rate.
Alternative Learning In pursuit of achieving the Millennium Development Goals, many states have established alternative education systems which are intended to teach “life competencies,” through strategies such as informal learning, lifelong learning, distance education, electronic learning (e-learning), peer education, and on-the-job instruction.37 Informal and non-traditional learning gives children an experience they could not receive inside the traditional classroom. Sometimes, non-formal education is more accessible and effective to students who may not have the resources to enroll in a traditional school 34
Phillips, H.M. Basic Education: A World Problem. New York. Praeger Publishers. 74 Bicego G., and O. Ahmad 1996, Infant and Child Mortality, Demographic and Health Surveys Comparative Studies no. 20. Calverton, Maryland: Macro International 36 “A Fair Chance” 7 37 World Youth Report 2005. Article 27 35
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Distance learning, a technique of teaching through broadcast or over the
Internet, is also looked at as a way to train multiple teachers, and therefore students at once. The problem with distance education and e-learning is that in states where it would be most helpful, such as in LDCs, there are not the resources to make the alternative learning a reality.38
Key Positions Most states recognize the importance of providing at least a basic education to their populations, but many lack the resources or the techniques necessary to achieve this goal. Exacerbating this problem is the fact that good
schools,
typically
located
in
more
developed states, will often recruit the best students from a given region, thereby causing what is known as a “brain drain.”
This
Brain Drain: The emigration of a significant proportion of a country's highly skilled, highly educated professional population, usually to other countries offering better economic and social opportunity Source: www.planetwire.org/glossarylist.php
phenomenon not only takes those people with the most potential out of a given community, it also lowers the norm in terms of academic opportunity throughout the region.
Regional Positions Asia and the Middle East Educational opportunities in Asia differ by state. Some states excel above and beyond other parts of the world, while other states have difficulty even retaining students. In Karnataka, India, the problem with education does not lie in accessibility. Schools are available and free for anyone who wants to attend, however, there is a significant faction of the population that does not take advantage of the free education opportunities, as many families in this area simply do not see the value in education, and would prefer that their children work and bring in a source of income. Vimi Pinto, a 21year-old citizen of Karnataka, decided to promote the value of education by writing a 38
Independent Youth Forum “Report On The World Programme of Action for Youth” 2005
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comic book which uses pictures and illustrations to explain the value of education. Once completed, the comic book was distributed to 5,000 children in the less fortunate areas near Karnataka.39 Possibly due to the fact that the Conference on Education for All took place there, Thailand has an exceptionally strong education system. In the past seven years, the public and private sector have contributed a total of USD $2.2 billion to improving basic education.40 In Thailand, the Ministry of Education is pushing for a stronger emphasis on vocational programs and a reexamination of basic education curriculum.41 The Office of Basic Education Commission and teachers around the state cannot seem to find common ground on education reform, which makes the process significantly more difficult. China, like Thailand, is very concerned with vocational education, as children are an extremely important part of the labor force, and many of the industries in China require intensive technical skills. Although East Asia and Central Asia are on the right track to reaching the Millennium Development Goals, South Asia and the Pacific constitute areas that will most likely not fulfill the hopes of free basic education by 2015. In order to remedy this problem, delegations from the Maldives and Sri Lanka will meet in Colombo to draft an assessment plan for the Education for All efforts in the region.42 Education in Arab states tends to fluctuate much more than anywhere else. When the area is peaceful, the enrollment rate of children in primary schools increases, sometime by as much as fifty per cent in just a few years.43 When the countries in the region are at unrest, there tends to be a significant decline in school enrollment. Many
39
UN Cyber School Bus Jonathan M. Hipcap “$2.2 Billion Given to Deped for Adopt-A-School Program” Manila Times. 8 Dec 2005. Lexis Nexis. http://web.lexisnexis.com/universe/document?_m=0dfd50923d08dc874ed521a5835a53ec&_docnum=5&wchp=dGLbVlbzSkVb&_md5=4c4f18165e19ba7d1335d4e2aded18f7 41 “Thailand Education Minister Urges to Adjust Vocational Education to Reach Public Wants.” Thai Press Reports. December 2005. LexisNexis. http://web.lexis-nexis.com 42 “South Asia Set to Start Planning for National EFA Assessments” EFA News. March 2006 43 Phillips. Basic Education. 42 40
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children, especially males, start training with the army at a young age, or are needed to sustain the economy while older men are in the armed forces. A number of Arab organizations met in 2004 to discuss what should happen to forward the goals of the Education for All initiatives in the area. Some of the important themes addressed at this conference were the improvement of curricula, the quality of the school environment, and the use of new technologies to reach EFA goals.
They
discussed the challenges facing the region, such as civil unrest and human rights violations, and how these challenges might effect education.44 The primary concern in many Arab States is gender in equality, where the education rate of women is lower than anywhere else in the world.45
Although it is not necessarily reflect the general
philosophy of state governments, national groups within states tend to impose their views upon their followers. The traditions of Islam and other regional traditions have put significant restrictions on the manner in which women are involved in society, and educating women is seldom considered a priority.
Africa In modern times, Africa has been in a dire state concerning access to universal primary education. In 1961, UNESCO tried to establish some solutions through the Regional Conference of Ministers of Education at Addis Ababa, but the proposals developed at those meetings were not feasible, and thus could not be effectively carried out. Despite having received more multi-lateral support for education than any other region, Africa remains at the bottom of all states in terms of universal access for all students.46 Sub-Saharan Africa has the highest number of countries at risk for not reaching the Education for All goals, not to mention the Millennium Development Goals. In 2000, only 58 per cent of students that were primary school age were enrolled in some type of
44
“EFA Action Plans: What’s Next?” Arab EFA. Lebanon. 2004 “EFA Action Plans.” 46 Phillips. Basic Education. 39 45
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education program.47 Female enrollment in primary schooling in Africa is also lower than anywhere else in the world.
Six countries, Burkina Faso, Gambia, Guinea,
Mauritania, Mozambique and Niger, have received funding from the Fast Track Initiative, but results cannot yet be determined.48 While Africa as a whole is suffering from educational deficiencies, one cannot make generalizations about the continent, as the situation in different countries range considerably. Thirty per cent of education spending in Sub Saharan Africa is spent on school fees, a practice that southern and eastern states in Africa are trying to terminate.49 One practice in place in this region is the incentive program, in which the UN World Food Programme works in conjunction with educational institutions providing a feeding program, and allowing children to take home food rations at the end of the day.50 The Nigerian Educational Research and Development Council (NERDC) developed a curriculum to advance the pursuit of universal primary education. The initiative addresses lower basic (grades 1-3), middle basic (3-6), and upper basic (Junior Secondary School (grades 6-9) schooling levels. The program will place an emphasis on using the skills developed to meet the qualifications of basic education for the purpose of performing actual tasks.51
Latin America/Caribbean While there is not generally a problem with enrollment in Latin American schools, there is a high drop out rate, along with a tendency for overage students.52 Education for All in Latin America and the Caribbean coordinated a number of organizations and forums to get feedback about the effectiveness of existing programs, and to receive suggestions from all different types of people. These forums include the Latin American 47
EFA Global Monitoring Report 2003/4. “Regional Overview: Sub Saharan Africa” UNESCO. 2004. “Education for All in Africa” 49 UN Integrated Regional Information Networks. “Central Africa; Free Basic Education the Way Forward, UN Official Says.” Africa News. April 2005. LexisNexis. http://web.lexis-nexis.com 50 Ibid. 51 Juliana Taiwo. “More Facts Emerge on Nine-Year Basic Education.” Global Newswire. Financial Times Information. April 2006. 52 Phillips. Basic Education. 40 48
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Network for Teacher Training, the Educational Innovations Network, and the Network of School Leaders.53 Latin America and the Caribbean are facing a similar situation to Africa in that there is considerable inequality among socio-economic classes.
The
poverty rate is growing, and the region lacks the resources to guarantee free basic education to many students. There is significant effort underway, however, to remedy this problem. The UNESCO regional branch of Education for All in Latin America works very hard to provide the needed resources. The magnitude of social and economic changes that have taken place in South American states in recent years caused an increase in the value parents place on providing education for their children.
Brazil recently allocated USD $200 million toward
enhancing the work of the Basic Education Maintenance and Development Fund (Fundeb). Due to the fact that Brazil has such a large population, according to the National Council of State Secretaries of Education, “the increase will not be sufficient to maintain the initial value of resources spent per student allowed for in the proposal sent to Congress.”54
North America and Europe The developed states of the Western world face very different problems when it comes to providing basic education than do the LDCs of the world. In Europe and North America, quality and effectiveness of education is the concern, not establishment of educational programs. This area has the 23 states that have already fulfilled the MDGs with regard to education, and many states that have already shown significant progress in this regard. With economies facing a downturn in some areas of the West, keeping education programs of consistent quality is going to be the big challenge. The discrepancy in quality of schooling within states is also another difficulty. In the United States and
53
Education for All in Latin America and the Caribbean. http://www.unesco.org/education/efa/region_forums/latin_amer_car/index.shtml 54 Karla Correia. “Brazil's Finance Minister Announces Release of $200 Million for Basic Education; Palocci Opens the Coffer for Education.” Gazeta Mercantil. November 2005.
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United Kingdom especially, there are significant variations on what is covered in primary school, as the required curriculum tends to be very general.
Since they have
accomplished the task of providing general access to education within their countries, these states must now work to ensure that everyone receives the same caliber education within their country. Within the US, education officials must decide upon what educational policy is in the hands of the federal government, and what is in the hands of the states. The literacy rate in the United States is not terrible, although the US is not up to par with some of the other industrialized states. The No Child Left Behind Act, a comprehensive education plan in place now, sets out the goal of putting the United States educational system on the same plane as other developed states. Many Western European states have notable literacy rates, and strong educational programs. In Finland, the School System Act of 1968 brought an end to a two-track elementary school system, and replaced it with a nine-year course of studies for basic education.55 Following graduation from the nine-year system, students continue their educations either vocational schools or academically oriented secondary institutions. This model has evolved into the Helsinki Program, a plan of action being implemented in many developed states throughout the world. In Portugal, the educational system is based on the constitution of 1976, which guarantees the right to create private schools, proposes to eliminate illiteracy, and emphasizes strong special education programs for those who need them.
Non-Governmental Organizations There are a significant number of non-governmental organizations that addresses the goal of universalizing primary education; among which are Oxfam and the Global Campaign for Education. The topic at hand is one of the most widely addressed issues by NGOs, and much of the progress thus far in providing universal basic education has been achieved by the UN working in conjunction with various organizations’ campaigns. The 55
US Library of Congress. “Primary and Secondary Education.� CountryStudies. http://www.countrystudies.us.
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GCE is especially prominent in the field and has carried out successful initiatives intended to work toward fulfilling the MDGs. Collaboration with NGOs is essential to achieving the goal of universal primary education.
Business Interests Business involvement in the spread of primary education can be both beneficial and detrimental. Some companies employ child laborers, forcing long hours and low pay. These exploitative labor practices deprive children of time during which they could be in school and provide and economic incentive for children to forego school. Many children are forced into becoming child laborers by their families and do not possess the autonomy to defy orders from their superiors in favor of getting an education. Many corporations, however, establish initiatives and programs to aid in providing education to the world’s youth. These services can range from funding children’s education through charitable donations to providing vocational training and basic literacy programs. Stride Rite, an American shoe company, was one of the first corporations to develop an early childhood education program.
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Summary According to the Universal Declaration on Human Rights, a free basic education is an entitlement that every human deserves. Millions of children worldwide will end up in poverty, lacking basic nutrition, with AIDS, or facing some other hardship. This can in part be contributed to a failure to provide these children with access to a primary school education. Many countries have universalized their primary education, demonstrating that this can actually happen.
Those areas that have trouble providing free basic
education to their citizens have a number of options for accomplishing this goal. A number of initiatives and organizations exist with the goal of universalizing primary education by 2015. The United Nations Educational, Scientific, and Cultural Organization manages a number of campaigns, such as Education for All and the Dakar Framework for Education. Many NGOs also have campaigns for basic education, among the most prominent are Oxfam’s Education Now, the Global Campaign for Education, and the Basic Education Coalition. Infrastructure is not the biggest concern with education systems; instead the primary shortcomings are the quality of education provided by teachers, the development of universal curricula, and most importantly, the manner in which education is funded. The World Bank and International Monetary Fund have addressed this issue and have devised solutions for funding, but in many cases, these strategies have not been implemented properly, or were not as successful as intended. Although many countries probably will not reach the Millennium Development Goal of providing basic education for all by 2015, this does not mean the efforts cannot be continued beyond that point. The goal needs met as soon as possible to ensure a solid future for the citizens of the world.
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Discussion Questions • What is more important, the accessibility or the quality of education? important is the physical structure in which instruction is provided?
How
• How does the need for education differ in LDCs and industrialized nations? • Where should funding for education come from? International organizations? Governments? Communities? • Should basic education be free for everyone? • Should countries that have fulfilled basic education goals help those that do not have the resources to do so? If so, how can they do this? • What methods of alternative learning are most effective for which countries? • What are some ways in which NGOs can be utilized in establishing basic education? • Are the Millennium Development Goals for education feasible? Does setting such an ambitious goal help or hurt the process of offering universal basic education? • What are some major deterrents in providing universal education? How can they be overcome? • What factors cause different regions to have differing opinions on the importance of education? • How important is primary education? What factors does education affect in a person’s future? • Is literacy the most important part of an education?
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“World Youth Report 2003” United
ECOSOC “World Youth Report 2005.” 2005. Education for All Asia. “South Asia Set to Start Planning for National EFA Assessments” EFA News. March 2006. Education for All Fast Track Initiative. “About FTI.” http://www1.worldbank.org/education/efafti/overview.asp. EFA Global Monitoring Report 2003/4. “Regional Overview: Sub Saharan Africa” UNESCO. 2004. Education for All in Latin America and the Caribbean. http://www.unesco.org/education/efa/region_forums/latin_amer_car/index.shtml. Global Campaign for Education. “A Fair Chance: Attaining Gender Equality in Basic Education” Global Campaign for Education. 2003. Global Campaign for Education. “About Us” Global Campaign for Education, http://www.campaignforeducation.org/about/about.html. Global Campaign for Education. “Campaign Briefing- Evcry Child Needs a Teacher.” April 2006.
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Global Campaign for Education “What Happened in 2005?” Global Campaign for Education http://www.campaignforeducation.org/action/action_2005_happened.html. Hipcap, Jonathan M. “$2.2 Billion Given to Deped for Adopt-A-School Program” Manila Times. 2005. Lexis Nexis. http://web.lexis-nexis.com/. Independent Youth Forum “Report On The World Programme of Action for Youth” 2005. O’Malley, Brendan. “Free School is a Tall Order” The Times Educational Supplement no. 4580.2004. Phillips, H.M. Basic Education: A World Problem. New York. Praeger Publishers. Phillips, H.M. Educational Cooperation Between Developed and LDCs. Praeger Pubslihers, 1976.
New York:
“Principles” Global Campaign for Education. http://www.campaignforeducation.org/about/about_principles.html. Sharma, Yojana. “G8 Debt Relief ‘Very Small.” The Times Educational Supplement. 2005. Stromquist, Nelly P. and Basile, Michael L., Politics of Educational Innovations in LDCs. New York, Falmer Press, 1999. Torres, Rosa-Marie. “Improving the Quality of Basic Education? The Strategies of the World Bank.” Politics of Educational Innovations in LDCs, 1999. UNESCO. “Education for All Global Monitoring Report 2006” UNESCO. 2006. UNESCO. “The Dakar Framework for Action” UNESCO. France. 2000. UNESCO. “Education for All in Africa” UNESCO. http://portal.unesco.org/education/en/ev.phpURL_ID=31054&URL_DO=DO_TOPIC&URL_SECTION=201.html. UNESCO “Education: Right to Education” The United Nations, http://portal.unesco.org/education/en/ev.phpURL_ID=9021&URL_DO=DO_TOPIC&URL_SECTION=201.html.
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UNESCO “Time for School” Education for All Week. http://portal.unesco.org/education/en/ev.phpURL_ID=28708&URL_DO=DO_TOPIC&URL_SECTION=201.html. United Nations General Assembly “Universal Declaration on Human Rights” December 1948. United Nations General Assembly. Resolution A/C.3/52/L.II/Rev.1. November 1997. UN Cyber School Bus “Goal 2: Achieve Universal Primary Education” ECOSOC. http://www.un.org/Pubs/CyberSchoolBus/mdgs/index.html. UN Cyber School Bus “The Millennium Development Goals” UNESCO. http://www.un.org/Pubs/CyberSchoolBus/mdgs/index.html. UN Integrated Regional Information Networks. “Central Africa; Free Basic Education the Way Forward, UN Official Says.” Africa News. April 2005 LexisNexis. http://web.lexis-nexis.com. World Conference on Education for All, “Framework for Action: Meeting Basic Learning Needs” UNESCO, http://www.unesco.org/education/efa/ed_for_all/background/07Bpubl.shtml. World Declaration on Education for All, “Meeting Basic Learning Needs” UNESCO, 1990. The World Programme of Action for Youth on Education (A/RES/50/81). UNESCO. 1995.