Formal and non-formal
Although these barriers have an impact on all children, girls are disproportionately affected. Of the children who do not attend school, 55 percent are girls, and only 37 percent of the world’s primary and secondary schools have achieved gender parity. Schools have also lagged in improving student performance, thereby creating a backlog of children who repeat grades or are promoted through the system regardless of retained knowledge and skills.
Source: UNESCO 2009 Education For All Global Monitoring Report
The education of children, youth, and adults is at the heart of sustainable development. Consequently, World Vision (WV) invests more in its education projects than any other sector, focusing on increasing access to quality learning opportunities for all children. The three core strategies of WV’s education sector are to:
1. Increase children’s access to equitable and quality early childhood education and primary education, with special attention to girls.
2. Strengthen community involvement in education.
3. Foster an enabling environment through partnerships and advocacy with communities, governments, universities, donors, and NGOs.
Access to quality education is essential for building knowledge skills, especially for children who come from disadvantaged backgrounds. WV takes a holistic approach by working within the child’s whole environment and collaborating with appropriate organizations to promote effective educational practices for children to attain functional literacy and numeracy and develop essential life skills.
Sierra Leone | The Lugbu Area Development Program is focused on increasing girls’ enrollment and performance in primary school and increasing their knowledge of HIV and AIDS to protect them. Due to the 11-year civil war, Lugbu’s few remaining schools lacked basic sanitation facilities and safe drinking water. WV not only rehabilitated schools, but also built the capacity of school management committees to monitor children’s attendance and provided teacher training to improve student performance. These contributed to overall increased attendance and a 10 percent increase in girls’ attendance.
Romania | The Inclusive Access to Education project promotes comprehensive access to formal education for children with disabilities. More than 30 children with disabilities have been integrated into mainstream education through shared outings and training of instructors for how to educate disabled children. The project also helps enable parents to advocate for their children and connects doctors and specialists with the school system.
Kenya, Uganda, Rwanda, and Ethiopia | Through the Department of Labor-funded KURET project, 33,000 children were withdrawn from or prevented from engaging in exploitative labor and enabled to attend formal and/or non-formal education. Due to community and parent instruction on the dangers of child labor and the importance of education, the project managed to keep the school dropout rate to 11 percent.
Haiti | The Reinforcement of Quality Education project provides 3,000 children with a quality primary education by improving the physical environment in which they learn, providing continuing education for teachers, establishing resource centers for students and teachers, and involving parents through parent-teacher associations.
In addition to partnering with communities, Ministries of Education, NGOs, and UN bodies, WV is involved in:
• Basic Education Coalition
• Global Campaign for Education
• United Nations Girls’ Education Initiative
• Inter-Agency Network for Education in Emergencies.