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Europese Ontwikkelingsdagen - Kwaliteitsonderwijs

4 juni 2015

(Origineel in het Frans)

 

European Development Days

High-level panel: "The right to a quality education: vital for the economic, social and cultural development of all societies."

Brussel, 4 juni 2015

Commissioner,

Ministers,

Excellencies,

Ladies and Gentlemen,

A quality education is a key catalyst for the achievement of sustainable development. A quality education not only provides solutions to problems which affect people at an individual level, but in broader terms, it contributes to the development of a community, or even a society. It is a fundamental human right; it is a force for human dignity. It is a precious tool for creating self-confidence.

This vision is well illustrated by the Burundian organization ADISCO which received the prestigious King Baudouin International price for development in Africa at the Royal palace in Brussels yesterday. ADISCO takes the approach that "poverty is rooted in a loss of confidence in oneself, which in turn feeds a feeling of fatalism and resignation". Thanks to basic education and training, ADISCO aims to strengthen the capacities of populations in the hills in order to increase their autonomy and build viable economic models with them. This is good practice for achieving sustainable development through education and it could serve as an example for other countries in Africa.

Ladies and Gentlemen,

In recent years, I have discussed the issue of education with many people. They speak of the crucial role education plays in the sustainable development of EVERY country. There can be no doubt that the lack of availability of quality or good education is one of the main challenges facing today's world and much in the future will depend on how we meet this challenge.

It is for this reason that we must strive to guarantee quality education for all: girls and boys, rich and poor, from kindergarten to primary school and onwards to continuing adult education.

Progress has undoubtedly been made. For example, the number of out-of-school children and adolescents has been almost halved since the year 2000. The most significant progress has been made in the sphere of gender equality. This has been achieved in particular within primary education. Although it is true that some discrimination still persists, Governments have also enhanced their efforts to evaluate the effects of their education policies.

However despite the progress, the record of achievement is mixed. Even today the right to education is regularly jeopardised. Throughout the world, there are still far too many children not attending school. Nor should we forget the millions of children who begin school but fail to complete their primary education.

In the world of education, inequalities have increased: at a global level, the poorest children are statistically four times less likely to attend school than the most privileged. The probability that they will not complete primary education is five times greater. Conflicts remain a major obstacle to accessing school. A significant and ever-growing proportion of out-of-school children live in areas where there are hostilities. The pitiful quality of some primary education means that millions of children continue to leave school without having acquired even basic skills.

Ladies and Gentlemen,

This is a crucial and decisive moment for the 121 million children across the world who are still not attending school - 12% of the world's population. This moment is equally decisive for the 780 million adults, particularly the women among them, who have neither acquired functional literacy nor numeracy.

Two weeks ago, the city of Incheon (South Korea) played host to the World Education Forum 2015. The Forum adopted an ambitious agenda, the goal being to guarantee inclusive, equitable education and lifelong learning for all by 2030. It is vital, for the world of tomorrow, that we are all fully cognisant of the importance of access to quality education - in particular for the most disadvantaged - as well as better access to opportunities for lifelong learning.

Allow me to share with you some thoughts regarding a first goal: guaranteeing access to primary education and a good start in life for every child.

Whilst significant progress has been made in recent years to promote universal education, it must also be noted that the goal of Education for All has yet to be achieved.

It is true that across the world, the number of children who have never attended school is decreasing. Net enrolment rates are steadily climbing in all four corners of the globe, even in countries with high population growth and where universal access to education constitutes a considerable challenge.

In Mozambique and Burkina Faso for example, countries in which the school-age population more than doubled between 1999 and 2012, net enrolment rates nevertheless increased by more than 66% during the same period.

India has reduced the number of children not attending school by more than 90%.

The progress made in education provision in Africa deserves particular praise. However, figures indicate that many African countries are still far from achieving universal education, defined as an enrolment rate equal to or above 97%.

In Niger, the net enrolment rate rose from 27% in 2000 to almost 64% in 2010. I cite this example, because a number of years ago, I had the opportunity to visit a nomadic school in the heart of the desert close to Agadez. I was struck by the outstanding results obtained by teachers who had only limited materials. More than anything else, it was the motivation and ambition - of the teachers and pupils alike - which had borne fruit.

One factor which has done much to increase school attendance, is the adoption of legislation designed to abolish school fees. This has happened in several countries in Sub Saharan Africa. Laws enshrining access to free education serve to provide disadvantaged groups with far easier access to school.

Another driving force behind the increase in school attendance is the development of social protection programmes aimed at reducing both the direct and indirect costs linked to a school education, such as transport and school meals. School feeding and cash transfer programmes, in addition to various grants and allowances have raised the attendance levels of vulnerable groups, in particular young girls. I call for special attention to be given to the weak links in the chain regarding girls' education. It is not enough simply to enrol them at school; they must successfully progress from primary to secondary education. ; a transition which takes place at a delicate age.

The measures taken to stimulate demand for education among families sometimes emerge from fields linked to education?

Ladies and Gentlemen,

The international community is increasingly aware that one of the best ways to achieve universal primary education is to target marginalised sectors of the population. This should be understood to include first and foremost, children from ethnic minorities, migrant populations and remote communities. However, the concept of ' marginalised' also encompasses children living in urban slums and areas of conflict, as well as those who are victims of violence, or those with specific needs.

There can be no doubt that poverty is still the main obstacle preventing school attendance.

Marginalised children's access to primary education is essential, but I wish to underscore the point that access to pre-primary education should also be the focus of specific attention. Indeed, the first years of life are crucial to a child's cognitive and socio-emotional development. A healthy, well-fed and adequately stimulated child will have a better chance of developing and learning. Consequently, it is vital that programmes for the protection of early childhood target marginalised groups.

Only an inclusive, effective and equitable quality education will allow marginalised adults and young people to escape from poverty and become full and active citizens.

The second thought I would like to share concerns "a quality education."

Fostering children's access to education is a laudable goal, but unfortunately it is not enough on its own, any more than the provision of sound infrastructure alone is enough. We must guarantee that in addition to simply attending school, pupils also receive a quality education. Indeed, as access to education becomes more widespread, there is a risk that quality will not follow suit. In order to avoid the inequality in learning outcomes becoming ever more pronounced, it is important that teachers are well trained and competent, highly motivated and devoted, and that they feel involved and considered in the policy process.

School curricula should also respond to the challenges of the 21st century. In our globalised world, academic knowledge alone is not enough. Students must learn new ways of thinking and behaving in order that they are encouraged to become caring and responsible citizens, and with real hope for their future.

A quality education should respond to the demands of our different societies where diversity only continues to grow. It should meet both the expectations of employers in a global economy, and the aspirations of students who wish to harness their own potential.

A transformative education which seeks to develop critical thought, collaboration, creativity and empathy is essential for the development of peaceful, tolerant societies. Such an education should also foster widespread upward mobility, both on the social ladder and in the global economy. In other words, education should provide global skills.

The future depends on the education we give to our younger generation. This education should allow them not only to prepare for their own future, but also to create a global and common future which brings peace and prosperity to all.

If we truly accept that the provision of a quality education, worthy of the 21st century is a key component of economic and social development, we can make unprecedented progress. Progress for every individual, and for the world as a whole.

My third and final thought focuses on opportunities for lifelong learning.

Opportunities for lifelong learning are just as important as universal primary education. I am thinking here of technical and professional training and the use of information and communication technologies - skills which are often acquired by non-formal education.

Over the years, I have visited several projects in rural areas of Africa and Asia. Through these visits, I have seen, for example, that microfinance - often based on collaboration and good communication within a community - allow women to climb out of poverty. Moreover, the use of new technologies opens the doors to a new world, a world of which they were previously unaware. Thanks to adequate basic training, these women have found their place in the labour market and earned the respect of their community.

Ladies and Gentlemen,

Investing in education requires the concerted commitment of many stakeholders. But yet more important is the desire for resolute commitment. This can lend new momentum to human, social, and economic development. This commitment must be a joint one and a strong one, and focused on the promotion of peace, democracy and economic prosperity, equally shared by all.

I congratulate the European Union on its commitment and desire to make a difference in achieving the goal of sustainable development.

I thank you for your attention.