Global Learning Beam
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The Education Rights of Ethiopia

There is no denying the fact that the indispensable rights of the offspring of Ethiopia necessitate to be reinforced by UN charter, which envisages that a child should be protected in an appropriate manner. The hierarchical rights are being ignored every t

There is no denying the fact that the indispensable rights of
the offspring of Ethiopia necessitate to be reinforced by UN charter, which
envisages that a child should be protected in an appropriate manner. The
hierarchical rights are being ignored every times as they are found homeless,
hearth less and begging from door to door and underprivileged from the right of
some how survival on earth. They should be given proper rights like food,
shelter and clothing and afterwards they should be considered as a good citizen
of the country for which education is expected for them. Ethiopia is a poverty
based country and as they are found lagging behind, not only that they become
workers at the age of 5 or 6 and they think to help their parents and thus
irrespective of men, women and children being illiterate, they lose their
energy in doing so. In respect of socio- economic condition, every Ethiopians
have fundamental rights to be educated properly and ideally.

The UNESCO Team is working on the education right of Ethiopia
where human rights are being neglected every time; they are carrying out
research work for their socio-economic development. In the first step, they are
trying to educate them by way of basic and primary education, secondary
education and professional based technical education. So that they can build
themselves like the best citizen of their countries. The objective of improving
the quality of education is important even in situations of emergency and
crisis, to meet the psycho-social and developmental needs of war-affected
students, and help the nationalities is the backbone of building a better
future for their own societies. There is a need to build up a multidisciplinary
network of researchers who study the ways in which education has sometimes contributed
to the outbreak of violent conflict and the ways in which education can prevent
such conflict or its reappearance specifically for the people of Ethiopia. In
Ethiopia the socio-economic condition as has been developed today, the shortage
of education is a major cause of poverty, at personal and societal level, and
poverty is likewise a major reason why children fail to enroll in school or
quickly drop out. The situation is motivated in terms of crisis and
instability. Poor families often give priority to boys' education, as possibly
increasing future family income, but many boys from poor families themselves
have to drop out of school to earn income. UNESCO identifies, and disseminates
information on ways in which crisis-affected communities have managed to help
children of Ethiopia from poor families to participate in schooling; and to
alleviate poverty through non-formal education and skills training, including
self-employment and micro-financing systems has been intensively geared up
presently in a systematic manner.

After an emergency, the initial ladders towards renovation of
schooling are often adopted by community groups. Teachers, youth and adult
educators are being drawn from the community, providing psycho-social benefits
to the learners and to the community as a whole. It is a fact that the
capacity-building for the community's role in school management should begin
with in-service training of teachers and training of school management
committees, from the earliest stage of the emergency. Secondary education will
play an increasing part in emergency education programmes, since lower
secondary education is now widely recognized as an integral part of effective
basic education (especially so in print-poor environments, where children study
in a language which is often not their mother tongue, and where reversion to
illiteracy is a constant threat for primary school graduates). Urgent needs
include funding to cover school reconstruction, textbooks, supplies and
equipment, including science and sports equipment, and payment for teachers.

Employment opportunities are often very limited in emergency
situations. Hence it is important to carefully assess the fields of technical
and vocational study that should be supported in emergency education programmes.
In post-conflict situations, there is often scope for skilled employment in
construction and other sectors. A combination of institution-based training and
work-place training is desirable.

"UNESCO needs to endow with leadership and local
capacity-building in situations of crisis and reconstruction in the fields

(I) educational planning, management and administration,
including the coordination of international assistance;

(ii) strengthening and reorientation of the formal education system, notably
curriculum, textbooks and examinations;

(iii) in-service and preservice teacher training;

(iv) non-formal education and activities for out-of-school children, youth and
adults, especially at-risk groups; and,

(v) in some circumstances, physical infrastructure and education equipment in
collaboration with concerned partners for the sake of the people of

In view of the above that UNESCO should include crisis-affected
communities in innovative development programmes, and recommend similar measures
to multilateral, bilateral and non-governmental agencies working in this area.
Rehabilitation of universities and teacher-training institutes is a key area
for UNESCO support, and can play a crucial role in harnessing the energies and
talents of educated youth and academics to promote national renewal and a new
vision for society. Innovative approaches need to be explored to increase
outreach, including distance education programmes, especially for acknowledging
teachers gained competence and upgrading them quickly in the perspective of
reconstruction and thus the education rights to Ethiopia should be established
as a tentative flow.
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2019atiar profile image
It is good article.