Archives par étiquette : EFA 2015

Education For All in sub-Saharan Africa: A Mirage?

Many sub-Saharan African countries have put great efforts towards the attainment of the goals of Education For All (EFA) as determined and agreed upon at the World Conference on Education For All (WCEFA) held in Jomtien, Thailand in 1990 and re-affirmed in Dakar, Senegal in 2000. This has led to considerable progress in reaching the EFA targets in some countries, including achieving gender parity, at least in primary school; expanding basic education to include additional years of secondary education; and finding a better balance between academic education and technical‐vocational and training. But many serious challenges remain, notably inadequate infrastructure and teacher resources and persistent geographic and socio‐economic disparities which leave many children (girls, the poor, ethnic/linguistic minorities) never enrolled in, or eventually pushed out of, school. Apart from Seychelles, it was elusive or mirage in much of  sub-Saharan Africa (SSA) achieving  the Millennium Development Goals (MDGs) for education – ensuring that every child, irrespective of gender, is able to complete a full course of primary school education in 2015.

Text by Victor F. O. Ombati & Alice Masese

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The long path for Education

Salome and Jackson are siblings of about 11 years old from a rural region of Kenya, their daily morning starts with a manual digging in the sand in a quest for water. Their home does not has neither electricity nor piped water, and they cross a 15 kilometers distance through the kenyan savannah to get to school. In the first article of the 1948 Universal declaration of human rights we read that all human beings are born free and equal in dignity and rights. But is it true? Continuer la lecture

Construção histórica do direito à educação nas Constituições brasileiras

        This article is based on research that addressed the relationship between material competence, budget distribution and access to basic education in Brazil. Given the importance of the right to education and its effects on the development of society, we have selected for this article the analysis of the right to educantion’s historical building and its current legal and constitutional framework.

Text by Elisa Lucena

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Girl’s Education in Kenya’s Arid-Semi Arid Zones

             The Kenyan Government has made spirited efforts to attain the Millennium Development Goals (MDG) and Education For All (EFA) goals given the realization that investing in the education is critical for socio-economic and political advancement of the country. This study has established that despite this noble objective, getting education to hard-to-reach children, especially girls in arid and semi arid regions (ASALs) is a great challenge. Poor access to education and gender imbalances are largely attributed to prevailing poverty, negative attitudes and lack of commitment from parents towards sending their child girl to school, cultural practices such as female genital mutilation (FGM) and early marriage, insecurity and conflicts, unfriendly  school environments, irrelevant curriculum and quality education and lack of role models within the community. The Government needs to address these obstacles and improve learning conditions so that marginalized children are able to enroll, participate and complete school.

Text by Victor F. O. Ombati and Mokua Ombati

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