As the ‘community’ is out of the jurisdiction of ‘formal education’ it is often left as an afterthought during education planning. We know that without the real learning context in which all children grow up and are nurtured (hopefully) then relevant contextualised learning is less likely to take place. This report reminds us of the importance of community at all levels.
The Right to Learn: Community Participation in Improving Learning
Save the Children
The Millennium Development Goals (MDGs) and the Education for All (EFA) goals have been the catalyst for progress in ensuring access to education. Since governments first endorsed these goals in 2000, around 45 million children1 who previously did not have access to education have enrolled in primary school and gender parity in primary education has improved significantly. With 2015 deadlines fast approaching, the world must now assess the considerable work that remains to be done and negotiate an ambitious yet achievable successor framework.
In their report, Save the Children makes the following recommendations:
- UN Member States should advance an ambitious equitable learning goal in the post-2015 agenda that provides a framework for national level targets and minimum standards for learning against which governments and education providers can be held to account.
- As the Open Working Group begins drafting a post-2015 goal framework and intergovernmental negotiations progress, UN Member States should ensure citizen voices from the Global South – especially civil society – inform the process.
- Member States should ensure that any post-2015 framework is accompanied by a stand-alone goal to advance open, accountable and inclusive governance.
- UN Member States should ensure that a post-2015 learning goal is accompanied by strengthened national and local accountability frameworks through which education provision and learning outcomes can be monitored by parents and communities.
To read the full report, please click here.