Investing in human development Chad - Young people attending class (UNHCR/H. Caux)
5 Timely delivery of meals to school children and takehome food rations provide an incentive to send girls to school and contribute to addressing short term hunger and enhancing the learning capacity of primary school children. In 14 districts in Chechnya, the food for education programme reached 110,000 pre and primary school children.
all and raising awareness on the importance of education for all children, the Commission-UN partnership succeeded in Pakistan to ensure access to school for 27,000 children, mainly girls, who had previously never attended school. Encouraging progress has been made towards universal primary education with the global attainment of net enrolment at 88%. The number of out-of school children has declined in recent years but is still high. Many of those who start school drop-out without finishing their primary education and there is growing evidence that school leavers have not acquired basic skills due to under-resourced education systems and poor quality instruction. The growing emphasis on quality education has turned attention to the need for appropriate educational policies and educational information systems. The UN and the Commission are working together to assist countries to fill this gap at both country and global level, where most of the efforts have been through the Education for All Fast-Track Initiatives. In 2007 in North Sudan, an education baseline survey was launched, whereby the education system information needs were re-assessed, the plan of action was finalized, and the proposed budget was reviewed. Results of the survey on the school environment are expected to serve as an important tool for Khartoum, Gazira, North Kordofan, North Darfur, South Darfur, and West Darfur.
With the UN, the Commission provided scholarships to selected students to give them a better chance to find meaningful employment through giving them access to universities that offer widely recognized diplomas at a lower cost with high employability indicators. Regional efforts carried out in Colombia, Brazil, Trinidad and Tobago, Barbados, the Dominican Republic, Cambodia and India provided basic education, training in creative arts, entrepreneurial, recreational and social activities reaching 1,850 beneficiaries. In a cross-regional effort, livelihood skills and vocational training were provided to 755 people in Afghanistan, India, Colombia, Mexico, Brazil, Haiti, Armenia, the Dominican Republic, Trinidad and Tobago, and Thailand.
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Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit
Strengthening existing facilities and rehabilitating infrastructures at schools provides “child friendly schools” with care and protection of learners, caring for children’s basic needs (such as school meals and health checks) as well as appropriate skills training for teachers and students. In the Democratic Republic of Congo new infrastructures were developed, and school equipment was procured. In Iraq, in addition to the rehabilitation of schools, health and nutrition conditions were improved through provisions to 1.9 million primary school children. 800 community leaders and teachers were trained in good health practices, and an accelerated learning programme was provided to 20,000 out of school children.
(extract from Art.26, Universal Declaration of Human Rights)
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