Education is a basic human right for all children. And yet in all regions of the world minority children continue to suffer disproportionately from unequal access to quality education. Failure to ensure equal opportunities and equal access to education creates new generations of those who are disadvantaged in all walks of life, which cannot fulfil their potential in employment, and cannot contribute fully to their own communities and to wider society. Lack of access to education perpetuates the cycle of poverty that is often experienced most acutely by minority communities facing discrimination and exclusion, yet conversely, education provides a vital key to sustainable poverty alleviation. Education provides a gateway to the full enjoyment of a wide array of other rights, without which individuals and societies remain economically, socially and culturally impoverished. Ensuring equal access to education is one of the most serious challenges for minorities and States alike, and also offers one of the greatest opportunities for the advancement of the full rights and freedoms of persons belonging to minorities.

Equal access to education must be understood in the holistic sense of the rights to non-discrimination and equality. The concept goes beyond issues of physical or economic accessibility to focus on the ultimate goal of equal access to achievement outcomes. Disproportionate outcomes should be considered to implicate state responsibility for the promotion and protection of these rights.

We willing to cooperate with various international institutions and organizations to address issue related to education and social development to fight poverty and injustice and some of organizations which we are willing to establish partnership relation and cooperation are including the following:-


www.actionaid.org
ActionAid is an international anti-poverty agency whose aim is to fight poverty worldwide. Formed in 1972, for over 30 years we have been growing and expanding to where we are today - helping over 13 million of the world's poorest and most disadvantaged people in 42 countries worldwide.

We work with local partners to fight poverty and injustice worldwide, reaching over 13 million of the poorest and most vulnerable people over the last year alone, helping them fight for and gain their rights to food, shelter, work, education, healthcare and a voice in the decisions that
affect their lives.

www.unesco.org
UNESCO - the United Nations Educational, Scientific andCultural Organization (UNESCO) was founded on 16 November 1945. For this specialized United Nations agency, it is not enough to build classrooms in devastated countries or to publish scientific breakthroughs. Education, Social and Natural Science, Culture and Communication are the means to a far more ambitious goal : to build peace in the minds of
men.

Primary Education – Universal, Free and Inclusive
Children First: The first priority in any educational response to emergencies is to restore basic education for children. The most immediate need may often be for healing and psychosocial care for children who have gone through trauma of war or civil conflict.

A return to routine schooling with adequate learning and playing activities has proved a reliable therapy for them. The return to normalcy includes a vision of and activities towards universal and free primary education that is inclusive of all. The inclusion focus is on girls, on children of minorities, refugee, IDP and returnee children, and children of other vulnerable groups.

Current project
* Sponsoring fee of student from poor minority families
* Sponsoring teachers to teach minority poor children in root area.

Education For All
Education for All is to be promoted in Africa as a fundamental right in accordance with the Universal Declaration of Human Rights, the Dakar Framework of Action of the World Education Forum, the
Millennium Development Goals and NEPAD. The right to education is not restricted to children but extends also to youth and adults who missed out on education. Guaranteeing this right, particularly, in
conflict-affected countries is of paramount importance. Often low enrolment in education programmes was part of the scenario that gave rise to the conflicts in the first place. Education, especially
when properly enhanced with civic and peace education perspectives, is the most basic conflict-preventive measure to take.

Primary Education – Universal, Free and Inclusive
Children First: The first priority in any educational response to emergencies is to restore basic education for children. The most immediate need may often be for healing and psychosocial care for
children who have gone through trauma of war or civil conflict. A return to routine schooling with adequate learning and playing activities has proved a reliable therapy for them. The return to normalcy includes a vision of and activities towards universal and free primary education that is inclusive of all. The inclusion focus is on girls, on children of minorities, refugee, IDP and returnee children, and children of other vulnerable groups.

Accelerated/Condensed Basic Education For Youth
After a prolonged period of crisis, the lost generation of youth between 15 and 24 need the opportunity to make up for the loss of basic education through accelerated or condensed primary education programmes. As part of the education response, the earliest forms of intervention may first focus on affording to youth sport, recreation and some initial basic education opportunities.
Gradually the focus changes to a more systematic and condensed primary education programme emphasizing literacy, numeracy, life skills, civic education for peace, democracy and development and
health education with a particular focus on HIV/AIDS.
Adult Non formal Education (NFE)
Where low adult literacy rates were part of the situation giving rise to civil conflict, the provision of basic education for all includes adult NFE programmes, enhanced with life skills education programmes, health and HIV/AIDS education and peace and civic education.

In 2000, PEER came up with an 8-month course covering the first two years of the primary curriculum of DRC. After a successful use of the course in eastern DRC by the Norwegian Refugee Council and other partners, the course was evaluated and a second edition was issued in 2004 together with a second and a third course
completing DRC’s 6-year primary curriculum. Typically, each of the courses is intended to be given in 8-month modules so out-of-school youth or ex-combatants can complete the full 6-year primary curriculum in 24 months. The courses are contained in three Teacher Guides (Guide du Maître) and instructors are trained in their use. Supplies needed in terms of teaching learning materials
for a class of 40 students are given in a metal box. In the literature, this kit is often called TEP (Teacher Emergency Package) because of its intended use in conflict/post-conflict situations.
  

Basic and Vocational Education for Demobilization
Countries that have to effect a rapid demobilization and reintegration have a choice between the accelerated primary course followed by Technical Vocational Education or go for adult NFE and a simplified vocational training. In 1998, UNESCO PEER assisted Burundi’s SNA (Service Nationale d’ Alphabétisation) with the development of a new NFE materials in Kirundi. In 2003-2004, these materials were evaluated and revised. The new materials also incorporate peace
education. Currently, PEER is helping to develop an NFE materials in Swahili for Eastern DRC. These courses can be followed by simplified vocational training. PEER has been promoting EBT (Enterprise Based Training) in Somalia for the demobilization and reintegration of ex-combatants where the training is imparted not at training centres but by enterprises themselves.

This information is given to partners concerning the resources and expertise available with UNESCO-PEER so these could be adapted and used widely in Africa.

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