We have 10 years to deliver on the Sustainable Development Goals (SDGs). As we mark the beginning of the new academic calendar, Graça Machel Trust is still committed in ensuring that every child has the possibility to begin his or her life with the best possible foundation that will allow them to reach their fullest potential through formal and non-formal education.
All of us, including parents and guardians, are extremely excited that children are back at school, even more so for the first-time learners. But what excites us when we get a child back to school? Do we still remember the fundamental purpose of taking children to school? Is the current schooling system fit for purpose and does it help in transforming the learnersâ and their familiesâ lives as well as the country and the African continent at large?
The good news is that since 1999, the number of children enrolled in primary schools in sub-Saharan Africa increased by 75% to 144 million in 2012[1]. Indeed, we are doing great in getting more children back to school and we should continue to get more children back to school primarily to reduce the alarming number of out of school children. However, instead of being excited about getting children back to school; letâs translate our excitement to a commitment that will give quality education and teaching that empowers children to transform their own lives and lead Africaâs 2063 Development Agenda. The reality is that majority of schools we are taking our children to still require proper learning infrastructure, adequate learning materials and equipment as well as education resources required for science, technology, engineering and mathematics. Yes, children are back to school, but are they getting educated or certified? Or are we just keeping them busy to tick the box?
We should always remember that, while there are many reasons for taking our children to school, fundamentally through education, we prepare them for a better life and bright future. If children have well â rounded skills, knowledge and expertise they are better placed to compete in todayâs knowledge â driven economy. Unfortunately, the quality of the education system in most African countries is hopelessly poor. Thus, it conforms to the routine of getting children back to school without any tangible outcomes that prepare them for a better life and bright future. Therefore, getting children back to school is not good enough! African children, your children, our children need quality learning and education to help them stop intergenerational poverty and inequality, overcome discrimination and improve their socio â economic wellbeing.
As we enter the #DecadeofAction, we invite everyone to join a call for action to invest in quality learning and teaching that is empowering young boys and girls in Africa with skill, knowledge and expertise that enable them to transform their lives and that of their families; and eventually contribute to the economic and social development of their communities. History have proven to us that certificated people are not good to change the harsh socio â economic reality in Africa. Thus, we need educated and competent young men and women with skills, knowledge and expertise in Science, Technology, Engineering and Mathematics to transform our continent.
It takes a community to raise a child; parents, politicians, media, business men and women it is about time we all pull our resources to get children back to quality learning and teaching if we all share the vision of a prosperous Africa that is capable of reducing inequality by creating sustainable jobs and increase incomes for the poor of the poorest.
Let us commit our resources to build school infrastructures with skilled teachers and equipped laboratories capable to deliver science, technology, engineering, mathematics and vocational training. We can no longer theorize vocational training, science, technology and engineering; learners have to do experiments. In order to keep up with the demands of the fourth industrial revolution, we need to equip our classrooms will tools, science equipment, computers as well as skilled and knowledgeable teachers.
As a new academic year is starting, I would like to call for all stakeholders to invest in quality learning and teaching. It requires politicians and government officials to increase public invest in education primarily to build school infrastructures with skilled teachers and equipped laboratories to deliver quality teaching and learning. It further requires the private sector to commit substantial amounts of resources through Corporate Social Investment in quality learning and teaching. Above all, as parents we should no longer get excited by just getting children back to school; we need to roll â up our sleeves to ensure that quality learning and education becomes a reality for all our children irrespective of their socio â economic reality.
Fellow Africans more is required from us as a collective to transform our education system. We can do it, letâs do it to break the intergeneration poverty, inequality, discrimination and endless conflict in our beautiful continent.
Learn more about our Childrenâs Rights Programme here
[1] Education for All: Achievements and Challenges: 2000 – 2005
The Trust supports and mobilises civil society networks on issues of ending child marriage, ending violence against children, ending female genital mutilation and promoting childrenâs rights, to carry out advocacy and action across Africa. Special focus is placed on Malawi, Mozambique, Tanzania and Zambia where child marriage continues to be a problem largely driven by poverty, gender inequality, harmful traditional practices, conflict, low levels of literacy, limited opportunities for girls and weak or non-existent protective and preventive legal frameworks.
Education is a fundamental right for all children, which is also a vehicle for social, economic and political transformation in communities, countries and the African continent at large. Recent studies indicate a lack of progress in some of the critical commitments aimed at improving education quality, access, retention and achievement, particularly for girls. In most African countries, girls may face barriers to learning, especially when they reach post-primary levels of education. By implementing multi-dimensional approaches to education which includes core education, personal development, life skills and economic competencies, the Trust partners with funding partners, governments, civil societies and the private sector to improve education access.
The Nutrition and Reproductive, Maternal, New-born, Child and Adolescent Health and Nutrition, (RMNCAH+N) of the Childrenâs Rights and Development Programme aims at promoting the Global Strategy for women, children and adolescentsâ health within the Sustainable Development Goals (SDG) agenda. The strategy emphasises on the importance of effective country leadership as a common factor across countries making progress in improving the health of women, children and adolescents.
Through its Early Childhood Development (ECD) plan, The Trust will seek to put into action the new science and evidence Report that was presented by Lancet Series on Good and early development – the right of every child. This will be achieved by mobilising like-minded partners to contribute in the new science and evidence to reach all young children with ECD. The Trustâs goal is to be a catalyst for doing things differently, in particular, to rid fragmentation and lack of coordination across ECD sectors. In response to evidence showing the importance of political will in turning the tide against the current poor access and quality of ECD. Even before conception, starting with a motherâs health and social economic conditions, the early years of a childâs life form a fundamental foundation that determines whether a child will survive and thrive optimally.