ID :
32626
Thu, 11/27/2008 - 15:20
Auther :
Shortlink :
http://m.oananews.org//node/32626
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UAE adopts unified national strategy to provide education for all: Hanif Hassan
Geneva, Nov 27, 2008 (WAM) - UAE Education Minister Dr Hanif Hassan has commended the UAE's policy of unified national strategy to provide education for all.
"The UAE cares much for the education due to its positive impact on citizens, as education is generally basic human right", he added.
The remarks were made at the 48th sessions of International Conference for Education held by United Nations Educational, Scientific and Cultural Organisation (UNESCO) in Geneva. Titled: "Education for All...Way to Future", the conference aims at encouraging dialogue on the educational policies and practices to reach consensus on the latest concept of education for all.
Hanif added that the international organisations, including UNESCO laud the UAE educational policies due to strong governmental support to the education.
The conference offers a unique global opportunity for broad dialogue on educational priorities, and will provide guidance to policy-makers and other stakeholders on paths for transforming education systems. It is also a major international forum for education policy dialogue among Ministers of Education and other stakeholders (researchers, practitioners, representatives of intergovernmental organizations and civil society).
The UNESCO report documents what it describes as a ‘vast gulf' in educational opportunity separating rich and poor countries. It notes that: One in three children in developing countries (193 million in total) reaches primary school age having had their brain development and education prospects impaired by malnutrition - a figure that rises to over 40% in parts of South Asia. High economic growth in some countries has done little to reduce child malnutrition, calling into question current public policies. 75 million children of primary school age are not in school, including just under one-third of the relevant age group in sub-Saharan Africa. Whereas over a third of children in rich countries complete university, in much of sub-Saharan Africa, a smaller share completes primary education - and just 5% attend university level.
National disparities mirror global inequalities. Children in the poorest 20% in countries such as Ethiopia, Mali and Niger, are three times less likely to be in primary school as children from the wealthiest 20%. In Peru and the Philippines, children in the poorest 20% receive 5 years less education than children from the wealthiest families.
Wealth is not the only marker for disadvantage. Girls are still neglected in education. Gender enrolment gaps remain large across much of South Asia and sub-Saharan Africa. Disadvantages based on language, race, ethnicity and rural-urban differences also remain deeply entrenched. In Senegal, children in urban areas are twice as likely as those in rural areas to be in school.
The report's authors comment that: "The circumstances into which children are born, their gender, the wealth of their parents, their language and the colour of their skin should not define their educational opportunities."
"The UAE cares much for the education due to its positive impact on citizens, as education is generally basic human right", he added.
The remarks were made at the 48th sessions of International Conference for Education held by United Nations Educational, Scientific and Cultural Organisation (UNESCO) in Geneva. Titled: "Education for All...Way to Future", the conference aims at encouraging dialogue on the educational policies and practices to reach consensus on the latest concept of education for all.
Hanif added that the international organisations, including UNESCO laud the UAE educational policies due to strong governmental support to the education.
The conference offers a unique global opportunity for broad dialogue on educational priorities, and will provide guidance to policy-makers and other stakeholders on paths for transforming education systems. It is also a major international forum for education policy dialogue among Ministers of Education and other stakeholders (researchers, practitioners, representatives of intergovernmental organizations and civil society).
The UNESCO report documents what it describes as a ‘vast gulf' in educational opportunity separating rich and poor countries. It notes that: One in three children in developing countries (193 million in total) reaches primary school age having had their brain development and education prospects impaired by malnutrition - a figure that rises to over 40% in parts of South Asia. High economic growth in some countries has done little to reduce child malnutrition, calling into question current public policies. 75 million children of primary school age are not in school, including just under one-third of the relevant age group in sub-Saharan Africa. Whereas over a third of children in rich countries complete university, in much of sub-Saharan Africa, a smaller share completes primary education - and just 5% attend university level.
National disparities mirror global inequalities. Children in the poorest 20% in countries such as Ethiopia, Mali and Niger, are three times less likely to be in primary school as children from the wealthiest 20%. In Peru and the Philippines, children in the poorest 20% receive 5 years less education than children from the wealthiest families.
Wealth is not the only marker for disadvantage. Girls are still neglected in education. Gender enrolment gaps remain large across much of South Asia and sub-Saharan Africa. Disadvantages based on language, race, ethnicity and rural-urban differences also remain deeply entrenched. In Senegal, children in urban areas are twice as likely as those in rural areas to be in school.
The report's authors comment that: "The circumstances into which children are born, their gender, the wealth of their parents, their language and the colour of their skin should not define their educational opportunities."
