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November 2011 - According to new analysis by the Global Monitoring Report team, while global spending on basic education increased from 2008 to 2009, to reach US$5.6 billion, it is still vastly insufficient for the 67 million children who are still out of school.

WESTERN EQUATORIA, South Sudan, 27 October 2011 – Access to education is one of the key priorities for the government of the world’s newest nation, South Sudan. Seventy per cent of children aged 6 to 17 have never set foot in a classroom. The completion rate in primary schools is only 21 per cent, one of the lowest in the world.

Baya Primary School in Western Equatoria has become the envy of other schools in the state. The school is successfully using its own child clubs, not only to increase girls’ enrolment but also encourage dropouts to join the Accelerated Learning Programme (ALP).

UNICEF and the Ministry of General Education and Instruction have been providing supplies such as school bags, notebooks, training, learning and essential teaching materials to support the initiative in South Sudan.

Roots of Empathy is a powerful idea whose time has come. An evidenced-based charitable organization, its mission is to build caring, peaceful, and civil societies through the development of empathy in children and adults. Its vision is to change the world - one child at a time.

Roots of Empathy is considered a model of social innovation and has two evidence-based programs: a flagship program of the same name for children in elementary school (Roots of Empathy) and its "younger sibling," a program for children ages three to five in childcare settings Seeds of Empathy.

Independent evaluations consistently show children who receive Roots of Empathy experience dramatic and lasting effects in terms of increased positive social behaviour (sharing, helping and including) and decreased aggression.

Our Mission is Planting seeds to harvest a peaceful tomorrow through promoting peaceful coexistence among Liberians by empowering youth, adults, and elders with the tools necessary to solve disputes/conflicts peacefully and nonviolently among themselves while addressing the trauma the Liberian Civil War has created.

Educational inclusion relates to all children accessing and meaningfully participating in quality education, in ways that are responsive to their individual needs. The terms ‘inclusion’ and ‘inclusive education’ are often used in relation to children with disabilities and/or special needs and emerged partly out of debates to reduce their segregation from mainstream schooling.In recent years, these terms have been used by the Education for All (EFA) movement in relation to all children who are marginalised and excluded from basic education, not just in terms of initial access to schooling, but access to rights within schooling processes. United Nations Educational, Scientific, and Cultural Organization (UNESCO) identifies inclusion as “…a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education.”

According to UNESCO, inclusion “…involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children.”  

Teaching peace also places importance on the process of education, i.e. the structure of the classroom, shared power between teacher and student, and a cooperative, co-creative learning process where factors like race, religion, background and learning ability are honored as swaths of fabric in a colorful cultural quil

he case of the Program Pendidikan Damai , a peace education program specifically designed for the province of Aceh, Indonesia, is a good example of a culture of teaching peace. In response to the pandemic brutal war between the Free Aceh Movement and the Indonesian military which has caught tens of thousands of civilians in the crossfire, local educators solicited the advice of international non-governmental organizations in creating a curriculum rooted in principles of nonviolence. The curriculum incorporates tenets of Islamic teaching as well as Acehnese culture, and is thus aptly relevant to the students who, frustrated with the level of violence in their cities and countrysides, decided to participate in workshops and trainings to learn how they can be agents of positive change in their communities. The local schools have adopted the curriculum and have begun teaching the lessons during school hours.

teaching peace gives students the tools to constructively deal with the problems they encounter on both a personal and global level, and it helps them understand their responsibility for elevating the collective human experience.

While life for many women in the country remains difficult, today Herat’s Gowarshad High School – named for the powerful Timurid queen who founded the city – is full of confident young girls who are well aware of their rights.

“If a woman is educated, she can effectively participate in society and transfer her knowledge to her children,” said Fariba, the school’s volleyball captain. “A society must not be led by men only.”

the Bangladeshi non-governmental organization BRAC runs a community-based school where girls who have not been able to enter the formal education system can get a basic education. There girls are tutored for two years, at which point they are prepared to join the formal school system at the fourth-grade level.

UNICEF, the UN children's agency, reports that the abolition of school fees has had the intended effect of vastly increasing access to education. The number of primary students in Kenya has increased by nearly 2 million.

Encouragingly, the dropout rate, an important measurement of affordability and educational quality, has also fallen. The share of students completing primary school jumped from 62.8 per cent in 2002, the last year fees were charged, to 76.2 per cent two years later as fewer poor children were forced out for nonpayment.

the lifting of fees in Kenya and other countries in sub-Saharan Africa has proved to be a giant step forward for access to education by millions of the region's poor. It has helped Africa make progress towards its goal of finding a place in school for all its children. GA_googleFillSlot( "AllAfrica_Story_InsetB" ); var ACE_AR = {site: '768910', size: '180150'}; Over the last 15 years a number of other countries, including Burundi, the Democratic Republic of the Congo, Ghana, Ethiopia, Malawi and Mozambique, have also experienced explosive growth in primary school enrolment following the elimination of fees. The UN Education, Scientific and Cultural Organization (UNESCO) estimates that between 2000 and 2007 overall primary school enrolment in sub-Saharan Africa rose by 42 per cent - the greatest rate of increase in the world. As a result, the percentage of African children in primary school increased from 58 to 74 per cent. A few African countries, including Botswana, Cape Verde, Togo and Mauritius, could achieve universal primary enrolment by 2015

Kigali — It was reported yesterday that the over 3,000 classrooms for the Nine-Year Basic Education (9-YBE) program have been completed. This was made possible by the manner in which the Rwandan people responded to the call. Ordinary citizens as well as corporate organizations contributed tremendously and this must be commended.

The mobilization, and fundraising activities carried out by the Ministry of Education, and government at large, were truly inspirational and visionary. Indeed this is the spirit that should characterise all Rwandans in whatever they choose to do for the development of the country. Most institutions of learning in the country, are witnessing increased enrolment of students. This means that more infrastructure is necessary.

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