Return to [previous page]
Taina Hanhikoski
on Mon, August 12, 2013 at 11.41 am
to
Education

Finnish development organisations’ views on education in post-2015 framework

Details:

Finnish development organisations’ views on education in post-2015 framework

 

1. Education must be available for everyone, everywhere - also for people living in conflict-affected states, for poor people and for children in vulnerable position

Globally there are still more than 60 million children who do not have access to education[1]. Most of these children are living in conflict-affected states or in rural areas. Children living in fragile states and who are in vulnerable position or marginalized, need to be taken into consideration in order to ensure that The Millennium Development Goals (MDGs) or the Post-MDGs will be reached. To ensure this, children’s education in conflict-affected states should be earmarked by the donors.

2. Primary education must be of high quality and it must take different learners into consideration

Literacy and basic mathematical skills are keys to learn other important skills and have better future both at the individual and communal level. Therefore all children must be guaranteed to have an access to free primary education and the quality of the education must also be ensured. High quality primary education improves the prospects of children and youngsters and it also enables them to proceed to secondary education. High quality primary education includes also an environment which supports children to learn and which takes different learners into consideration:  diverse educational methods and meeting the needs of students who need special support will improve learning results and increase the level of school contentment. Circumstances that hinder education, for example lack of sanitation (particularly with girls) must be eliminated to improve school attendance. Added to this, illiterate adults should be offered an opportunity to learn these basic skills.

3. Future success requires an access to secondary and tertiary education and support to both formal and informal learning

Even though primary education plays a central role in improving human development, it is not enough to guarantee the success of developing countries in a longer term. Access to secondary and tertiary education must be guaranteed to ensure expertise at a local level and the development of high quality professional skills at the local level.

Reaching the goals related to education contributes to the achievement of other development goals and vice versa: for example sexual and reproductive health and rights play an important role in enabling girls’ schooling. Preventing unwanted pregnancies enables girls’ schooling as girls often stop going to school after they get pregnant. Prohibiting child marriages by law and monitoring the law effectively are preconditions to enable girls’ equal school attendance.

In addition to formal education, informal and nonformal learning must also be supported. Informal and nonformal learning refer to education outside of a standard setting which does not aim to a degree. These forms of learning supplement the capacities obtained through formal education. Supporting informal and nonformal learning is important not only in developing countries but also in developed countries. Education has to be seen as a lifelong process which improves coping skills and promotes ethical and social upbringing.

4. Commitments which are already made must be fulfilled

When creating the new development goals related to education it is necessary to ensure that commitments which are already have to be fulfilled. New goals must not weaken the existing basis of agreements. In practice, the minimum standard for goals relating to education must be the international declarations of human rights. In addition, the international community must ensure sufficient funding for formal, informal and non-formal learning. It is important that donors support the whole scale of education from dissemination of information to parents to high quality learning facilities and to informal learning outside the education system.

Signatories:

The Finnish NGDO Platform to The EU Kehys

National Union of University Students in Finland

Plan Finland

Kepa

Finnish Refugee Council

UN Women National Committee, Finland

Save the Children Finland

The Finnish Evangelical Lutheran Mission

The Family Federation of Finland

Finn Church Aid

 

 

 

 

Tags:
Education, #post2015, Youth, #education2015, Educational psychology, knowledge, cognition, International Development, Philosophy of education, knowledge sharing, informal learning, learning, Millennium Development Goals, Nonformal learning, University Students, EU KehysNational Union of University Students, http://www.uis.unesco.org/Education/Pages/reaching, Lutheran MissionThe Family Federation of FinlandFinn Church Aid, FinlandPlan FinlandKepaFinnish Refugee CouncilUN Women National Committee
Topics:
Education, Youth, Youth, Learning
Visibility: 
Public