60 youngsters from Fe y Alegría Latin America and Africa meet to speak about education

60 youngsters from Fe y Alegría Latin America and Africa meet to speak about education

  • Posted: Oct 26, 2015 -
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The 45th edition of the Fe y Alegría International Conference has taken place from the 16th to the 19th of October under the motto “Youth Culture, Citizenship and Peace” in the city of Barranquilla, Colombia.

This is a yearly gathering for the 21 national Fe y Alegría representatives currently present around the world. In its 45th edition, more then 60 youngsters between the ages of 16 and 22 years old attended the conference as representatives of every country where the International Federation is present; Nicaragua, Colombia, Italy, Spain, Haiti and Chad among others.

The goal of this encounter was to dialogue about what it means to be a young woman and a young man today: who they are, what they are doing, what are their challenges, what are the demands of their social contexts and how they can contribute to generate proactive participation and a culture of peace in their places of origin and the world.

According to the last United Nations report on “the State of the World Population”, there are about 1.800 million youngsters in our planet. This means that today more than 25% of the world population is aged between 10 and 24 years old. 

Adolescence is a very special stage for the development of one’s full potential to live a life with dignity and encourage responsible participation in public life. Fe y Alegría is clear and speaks about “youth” from an inclusive, rights and gender-based perspective as an acknowledgment of the diversity of people and realities, since there is a great complexity and differences among young people today depending on the social, cultural, political and economic contexts in which they live.

Acknowledging the importance of this group of people, the International Federation Fe y Alegría agreed to address the 2015 Conference to youth in order to listen to their reflections, wishes and challenges in their path towards personal development.

The new Federative agenda to be developed in the next years will arise from these contributions and, therefore, be the guidelines to follow in the work with youth from the different countries that make up this movement.

You can take a look at the Conference sessions and updates on the site and through the hashtag #FeyAlegriaCulturasJuveniles

and the Youth Manifest just published today (in Spanish).

The new development agenda is approved, what now?

The new development agenda is approved, what now?

  • Posted: Oct 09, 2015 -
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Last September 25th the new Global Development Agenda 2015-2030 was approved in the United Nations Summit. Goal 4 of these Sustainable Development Goals relates to “ensure inclusive and quality education for all and promote lifelong learning”.

Once the New York Summit is finished it is time to take stock on what is been said at the same time that we look forward to figure out how to achieve such a wide and ambitious goals that aims to end poverty, reduce inequalities and reach a sustainable world.

If we focus on Goal 4 hand in hand with Camilla Croso, Global Campaign for Education President, who was on the Summit representing the civil society voices along with other 24 representatives, let’s do this exercise.

First thing to say in that the assessment after the SDGs approval is positive. It is useful to point out the long way and the great work of articulation of these targets made by the civil society for the last two years so the agenda will include the education goal as one. Camilla acknowledges it has been not an aesy journey.

And…what now? This is the question that those conforming the civil society must ask ourselves. There are huge challenges that we must all face if we don’t want this agenda to be a failure.

Camilla Croso warns about three challenges we must keep an eye on: First comes money, meaning financing, we must demand our government representantives to contribute to fulfill the commitments they have made with goals with the right allocation of State budgets.

Second challenge refers to the way we will need to measure the progresses made on the goals and targets. Croso remarks that the proposed indicators, which seem to be passed, point out a serial of problems. These indicators are focused more on the quantitative side than the qualitative side, for example, the number of girls and boys who can write or read, but not about quality which is the main demand in many countries where the provision rate is very high.

Related to this, she warns about the risk of education privatization that is expanding through, for example, in low cost private schools that are opening worldwode and the role of various agents and multinational companies from a profit point of view that are playing in the specification of the education agenda in particular, and the global agenda in general.

This agenda then, shapes great challenges, challenges that must be undertaken with all sectors, not only educational related since it is a global agenda in a, every time more interconected world, questioning us.

This entry has been written by Ana Vázquez Ponzone (@avponzone),  Program Officer of Federación Internacional Fe y Alegría.

Goal 4: “Ensure inclusive and quality education for all and promote lifelong learning”

Goal 4: “Ensure inclusive and quality education for all and promote lifelong learning”

  • Posted: Oct 06, 2015 -
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Last week, more than 190 head of States gathered in the United Nations Assembly of New York to approve the new Global Development Agenda.

More precisely, 17 goals and 169 targets shaping a roadmap oriented towards the fight against poverty, inequialities and climate change for the next 15 years.


Click on the image to learn more about the Global Goals

Among these 17 Sustainable Development Goals (SDGs), number 4 relates to “ensure inclusive and quality education for all and promote lifelong learning.”

With the approval of these SDGs the world has commited to enable that everyone can be provided with complete primary and secondary education program with quality, gratuity and equitably which will promote effective and pertinient learning results.

2015 is established as an unprecedent and historical opportunity for the countries around the world to lead and take on new actions to walk towards the effective achievement of these goals. From edujesuit we will keep reporting on the challegnes and progresses of this Agenda and promoting the Society of Jesus members of the educative field and processes to advocate for the Right to Education to be an effective right and reality in all contexts and for every person.

Following this roadmap, we have joined the Global Goals Initiative to spread the significance of these Goals and to show support to Goal 4 through taking photos and tagging them in social networks. Many countries and agencies in the educative world have joined already. You, personally can show your support by taking a picture with the poster and tagging us in your social networks (Facebook and Twitter).

What are you waiting for? Let’s show the importance of such an important right for everyone.

Click here to download the Global4 poster


Education, the backbone of development in the post-2015 agenda

Education, the backbone of development in the post-2015 agenda

  • Posted: Sep 14, 2015 -
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According to the latest data from UNESCO, there are currently 124 million children and youth who do not attend school throughout the world. Of these, 59 million children do not attend primary school, and 65 million adolescents are not enrolled in junior high school. This data is outrageous. But even more serious is the fact that, as the UNESCO reports, these figures are increasing. Today, there are two million more children and youth that are out of school than in 2011, when this figure was at 122 million.

In 2000, world leaders pledged that all children around the world would attend school by 2015, but the reality, as we have mentioned, is very different. In that same year, 2000, the Education for All Goals were adopted, which enshrined the right to quality education for all. The Millennium Development Goals (MDGs) were also agreed upon, two of them were committed to education: MDG 2, which sought to achieve universal primary education and MDG 3, which included the goal of gender parity at all school levels. All of these commitments were to be achieved by 2015. We have reached the deadline, and although progress has been made, we still have many challenges ahead.

2015 is a historic year: throughout this year, the international community has come together and will continue to gather several times to clarify the new agendas for education and global development that will frame the new roadmap for the next fifteen years, until 2030. In fact, on September 25th and 26th, the international community will gather in New York for the signing of the Sustainable Development Goals. In New York, as in the month of May at the World Education Forum held in Korea, the international community will predictably choose to pursue a single, common and comprehensive objective for education for the coming years: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

This is why, the Development NGO Entreculturas, promoted by the Society of Jesus, has launched their Back to School Campaign entitled: “Fill the world with education”, focusing on the importance of education within the new global agenda, in its triple nature as a human right, as a global public good and as the backbone of development and foundation for achieving the other Sustainable Development goals.

The education we defend cannot be just any type of education. The education we defend must be universal, inclusive, equitable, of quality, transformative and filled with lifelong opportunities for all. This year, we gathered nearly 30,000 signatures, asking our political representatives to defend education as a priority in the new global development agenda, not only in words, but also in practice, for the coming years.

As we highlighted in the report “Education at the Center: Key to development in the Post 2015 Agenda” which accompanies the campaign, we advocate that States develop solid and equitable education plans, which also pay attention to early childhood education and adult literacy, as well as the inclusion of children, youth and adults from especially disadvantaged groups.

It is time to ensure that the right to education becomes a reality for the 124 million children and youth around the world who currently do not attend school. We cannot waste the opportunity provided by this historic year, 2015. It is time to follow through on the political and social commitment by making sure the right to a quality education for all comes true.

As Kailash Satyarthi, co-founder of the Global Campaign for Education and winner of the 2014 Nobel Peace Prize, says, “We must make a firm resolve that our generation be the last to see illiteracy. We must take steps together toward that golden period where our children will read in their history books: “There once was a time when an evil called illiteracy existed…”

This entry has been written by Valeria Méndez de Vigo (@vmendezdevigo), chief advocacy officer of Entreculturas (@entreculturas)

Photo: Entreculturas

The challenges of education in South Asia

The challenges of education in South Asia

  • Posted: Sep 11, 2015 -
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This post has been written by Prakash Louis, SJ, Nepal earthquake emergency coordinator assistant

The earthquake in Nepal in April 2015 left a trail of death and devastation. According to the Government of Nepal over 16,475 classrooms in 6,902 public schools were destroyed by the earthquakes and aftershocks. In addition, 7,266 classrooms have suffered major cracks while 12,613 have minor damages. Over 3 million students in 39 districts have been affected due to the tremors. A country which was already struggling with underdevelopment and conflict, this destruction has added more problems. As usual, the children are the worst affected. When the schools were opened in May after the earthquake, over 1 million children could not return to their classrooms due to lack of classrooms and teachers. Already over 27% of children of Nepal are out of school. Now those affected by earthquake also will be deprived of education. The future of these children is bleak since they would be deprived of proper education and this has consequences for the prosperity of these families, communities and the country.

In Sri Lanka where I worked after the tsunami I realized that due to prolonged conflict, the education of the children was affected. After the tsunami it was further pushed to the back burner. Look at India, a country which is supposed to emerge as super power even now has over 25.96% of the population who are non-literate. A country which boasts of having produced some of the best information technology professionals and billionaires, has not addressed the issue of education of its women fully. The female literacy rate is even today 35.54%.

What emerges from all these is that there is lack of political will ensure that education is and becomes a priority of the communities and country and all efforts are to be directed to achieve this goal. This is clearly expressed in the government allocation and spending on education sector. In almost all the countries of south Asia only 1 to 2% of the GNP is spent on education while 10 to 15% is spent on defense. This clearly indicates the priority of the governments in South Asia.

There are also positive efforts and outcomes in some of these countries which provide scope and hope for education of all. For example, in Afghanistan, from 2001 to 2008, the number of girls attending schools jumped from 15,000 to 2.2 million. In India, since 2001, 20 million more out-of-school children have been able to attend school. Nepal has succeeded in reducing adult non-literacy rate from 42.9% to 34.1% in one decade. Further it has also managed to reduce the gender gap in literacy all over the country. This impact is clearly seen in the post earthquake scenario.

Further, in the post earthquake phase the people of Nepal, the government of Nepal and all the aid agencies decided that along with temporary shelter, temporary learning centers need to be constructed so that the children are not devoid of education. This not only provided opportunities for education but also proved to be therapeutic since the children by being in the school and participating in teaching and learning were being healed of their psycho social trauma. This also provided opportunities for the parents to concentrate on constructing temporary shelter or engage in livelihood or attend to other needs of the family.

The Leaders of South Asian countries had declared, SAARC Decade of the Rights of the Child (2001-2010) once again exhibiting their commitment to uphold the rights of all the children of the region. Thus they went beyond the borders of their countries and called for commitment for the rights which includes educational rights of all the children.

Finally, the solidarity expressed at the global level in favor of the refuges who are fleeing their countries due to crisis and conflict once again assures us that the global family today more than ever is willing and ready to recommit itself for the rights of those who are vulnerable. This campaign aimed at for the rights of all the children to have quality and affordable education would also result in a positive and progressive note of establishing the right to education for all.

Photo: Pablo Funes

Malala’s dream can finally come true in 2015

Malala’s dream can finally come true in 2015

  • Posted: Aug 26, 2015 -
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This entry has been written by Valeria Méndez de Vigo (@vmendezdevigo), chief advocacy officer of Entreculturas (@entreculturas)

“Let us become the first generation to decide to be the last , let us become the first generation that decides to be the last that sees empty classrooms, lost childhoods, and wasted potentials. Let’s begin this ending … together … today … right here, right now.” These words from Malala Yousafzai must serve as a warning for us to understand that we are at a turning point in history.

In September 2015, the international community that will meet at the United Nations Assembly, will review the Millennium Development Goals adopted in 2000 and will take on the new Sustainable Development Goals. This review will highlight that in education matters, although there have been some important progress; there are challenges we need to face urgently. For example, the fact that, still today, there are 58 million girls and boys who have no access to schooling and there are 775 million adult people, two thirds of them who are women, illiterate.

The United Nations Assembly of September 2015 is an extremely significant date, because the new global development agenda for the next 15 years will be set. As it can inferred from the My World 2015 survey, from United Nations, there is a huge calling from the citizens of all over the world to make education the backbone of the new development Agenda. The appointment of September can become a great chance for the international community to demand the effective accountability of the right to education for everyone.

But just any kind of education will not work. The kind of educations we should stand for is an universal one, for everyone. This quality education must provide people not only with knowledge and basic skills, but also with fundamental attitudes and values to get through life. It must be an equitable education, that places excluded groups of, boys and girls, young groups and collectives in the first place: impoverished families, young girls, and ethnic minorities, those who live in countries facing armed conflicts, in refugee status, displaced o migrations, with particular educative needs, among others. It is an inclusive education, that respects and adapts to children and young groups needs and that it embraces and values diversity, considering it an important strength. It is an education that includes lifelong learning and it has a social transformation willingness promoting global citizenship.

Education is the main tool to assure that people can overcome poverty and it prevents it from passing it on generation to generation. Education promotes personal development, capacity building, it helps to build critical citizens and enriches democracy, it enables greater opportunities of jobs and incomes, and it benefits economic development of the countries. Education of girls and women improves maternal and child mortality rates, nutrition, and family education. Ultimately, education enables access to other rights and plays a crucial role in the eradication of inequality and the promotion of fair, sustainable and inclusive systems. Therefore, let’s become what Malala asks for, let’s be the generations that demands quality, equitable, inclusive education for everyone as the best strategy to fight against inequality and injustice.

Education is the antidote against inequality

Education is the antidote against inequality

  • Posted: Aug 19, 2015 -
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This post has been written by Valeria Méndez de Vigo, from Advocacy Dept of Entreculturas (Spanish education NGO).

Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, the son of a miner can become the boss of the mine and the descendant of some farmers can become the president of a great nation.
Nelson Mandela

Mandela’s words are now more accurate than ever. Education has a decisive purpose in individual and collective development of people and towns and this has been demonstrated widely and it becomes relevant especially in present time, when the discussion about inequality has taken an important weight in the public agenda. 8% of the richest population in the world possesses 50% of the incomes in the world while the other 92% shares the other 50%. 1200 million people live with less than 1,25$ per day, and 175 million young people from low and medium income rate countries are unable to read one sentence or even a piece of it.
Although inequality has always existed, in impoverished countries more harshly, in Europe and the United States it has increased remarkably during the latest years, also as a consequence of the financial and economic crisis. Just like others numerous institutions have reported, in most of developed countries, the gap between rich and poor has increased in the last 30 years. Today, inequality represents a serious problem in almost every country in the world.
Inequality generates inequity in education access, but it also brings the opposite effect: the absence of education or a low quality education is a poverty and inequality generator. Boys and girls who are not able to develop their potential through education will find their future compromised and then seeing themselves condemned to a situation of chronic poverty and exclusion. They are boys, and mostly girls, from poor families, in rural areas, in countries facing conflict, in refugee situation or displacement, with special educative needs, among other collectives.
En September 2015, the international community will have to reach an agreement on thw new development agenda for the next 15 years. The new agenda will have to lead the way to fight against inequality, with education as one of the main pillars to fight against it.
This is because, effectively, besides being education a right, it is the fundamental tool to promote social mobility and increase the chances of development, in an equitable way, for everyone.

For it to be this way, it is mandatory for the education to be one with quality, inclusive and equitable, because on the contrary, what it does is to reproduce social inequalities that exist already.
What can be done in education to face inequality? Some of the policies and strategies of quality and inclusive education that faces inequality are focused on facing diversity in the class and run out from standardization which harm those who are in disadvantaged situations. It becomes extremely important to assure gratuity in school, including fees and indirect costs, (books, transports, materials, uniforms), that sometimes become unbeatable obstacles for the poorest families; and provide with internships or incentives for those students coming from disadvantaged collectives. In fact, social protection systems in Latin America have entailed family benefits to their sons and daughters attendance to school.
Another important aspect is to widen preschool education coverage, which flattens subsequent full education of disadvantaged children and prevents from school dropout. Also, there has to be a great pull for teachers, through training, motivation and proper remuneration and provide incentives so that the most experienced teachers will approach impoverished regions to teach at primary and preschool levels. We need to tear down obstacles for inclusion with accessible and safe schools, cultural and linguistic awareness. The community and the students must be involved in solving the problems and fitting the school to their needs.
Ultimately, it is key to count with proper financing. Like UNESCO highlights, there is an annual deficit of 26.000$ million for basic education in the least developed countries. Nations must set either 20% of their national budget or 6% of their gross domestic product to basic education, and distribute it equitably, setting more amount of budget to those regions and students with less means.
In addition, there must be an rise in official development assistance destined to basic education and complement it with the effective establishment of a financial transaction tax, in which a part of it must be assigned to education. It urges then, the reconsideration of education not as an expense but as an inversion.

There is no better inversion than a quality, inclusive, equitable, transforming education that leads the way to more prosperous, fair and equitable societies. Because, just like Nelson Mandela also acknowledged, “Education is the most powerful weapon to change the world”.

10 lessons to advocate for the right to education

10 lessons to advocate for the right to education

  • Posted: Aug 12, 2015 -
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This is an extract form the speech of Professor Mary Metclaf in a session of the Global Campaign for Education World Assembly celebrated South Africa, last 23rd February 2015. She is the chairperson of the General Education Advisory Board of the Open Society Foundations and she is currently working in a large-scale education system improvement project in South Africa.

“I have learned a lot from these activists and will share ten of these lessons as my response to the topic of challenges and opportunities for advocacy on the right to education.

The first lesson: In any work we wish to do to advance the right to education, we must be accountable to the people in whose name we work: the students, the teachers and the parents. These are the constituencies which must drive our work. The real work is at the grassroots of their lived realities and this requires solid and sustained political work, political education and mobilization. We cannot run ahead of this and ascribe to ourselves the right to speak on behalf of those living the reality of the conditions we seek to change.

The second lesson is: Teachers are a powerful and an organised constituency and are critical to the political work. One of the greatest strengths of the Global Campaign for Education is the active membership of Education International. I do not know the answer to the question I am about to ask – but I wonder if the affiliate organisations of Education International are consistently and sufficiently part of national and local struggles for making rights to education real? This is an important question to me as teachers occupy a unique position – they are part of the delivery mechanism of education and their work is hugely impacted upon by deficiencies in the framework of provision. This often places them in the firing line rather than being seen as a key constituency for meaningful education change.

The third lesson is that rigorous research is required for credible evidence based arguments and holding government accountable. There are several examples of this. The human rights and privatisation project under PERI (the Privatisation of Education Research Initiative which is an OSF project), has centralised empirical data to inform parallel reports submitted to the human rights committees in Geneva, and has demonstrated that solid evidence and deliberate mobilisation can have an impact on national policy debates. This has been the case in Morocco, and is gaining traction in Uganda. In South Africa, Equal Education has based its campaigns to achieve a firm regulatory basis for the provision of school infrastructure on careful research and firm evidence. Whatever the specific instances of education injustice, whether these are around access, quality, or governance, or human rights frameworks, compelling arguments must have the integrity of valid information and valid arguments.

The fourth lesson is that, however great the expertise, it is impotent if it remains an elite activity, which is not driven by and accountable to a significant and credible mass base. If excellent work is done, but it is not organically led in governance and decision making by the participation of those in whose name we speak, the potential impact is dissipated. When the voices of a democratically organized mass base are summoned as an occasional convenience and a tokenistic acknowledgement and these voices and their structures do not profoundly shape the content and shape of struggle, legitimacy is compromised. There should be no space that is reserved for experts alone.

The fifth lesson is that public interest litigation can be a powerful vehicle for advancing educations rights. South Africa’s anti-apartheid struggle won significant civil and political rights. Our Bill of Rights provides comprehensive social and economic rights, which the State is obliged to fulfill, and which are enforceable in our courts. Several South African NGOs have used this to great effect: the victories of Equal Education, Section 27, the Legal Resources Centre and the Centre for Child Rights have deepening the statutory content of the constitutional right to education and entrenching this in enforceable judgments.

The sixth lesson is that even exemplary public interest litigation cannot be a substitute for social mobilization.

The seventh lesson is that litigation is unlikely to correct implementation failures that arise from lack of capacity rather than lack of will. Remedies have to be crafted on the basis of a clear understanding of the constraints, structures, challenges, powers, and functioning of the State. Litigation should be a last resort when accountability cannot be achieved through other means. Every possible democratic space must be probed so that these mechanisms work – and that includes working through elected representatives and formal parliamentary committees.

The eighth lesson is that it is impossible to have equity in education in the context of growing inequality, mass unemployment and poverty. Too much research, discussion, advocacy and planning around education is narrow and divorced from the broad socio-economic injustices that prevent quality education. A discussion about equity in education, or education as a public good, must situate education within a broader project of expanding democratic spaces, defending and advancing equity and broader rights. Too often the struggle for education rights has been depoliticized and treated as a purely technical issue. Too often researchers are looking for a magical solution which will not question or disrupt the status quo, and which will not challenge the way that power and wealth are distributed in our countries and the world. An education movement that is serious must be part of broader movements focusing on justice and sustainability in housing, healthcare, water and sanitation, and unemployment. Locating our struggle for quality and equal education for all in this way also forces us to continually pose the question about what education is for.

My ninth lesson is that local struggles must draw strength from international advocacy efforts – but activists should not allow their work to be subsumed into international politics to the detriment of local work and democratic process. This is a particular challenge in the South because of the efforts to correct the imbalance in representation of the south in global fora and the ‘gobbling up’ of emergent leadership – which is often the case with women in particular. Those with responsibility to lead globally must draw their inspiration and strength from local struggles and make significant investment in listening and learning from the ground. That work is the primary locus of struggle, and that work must drive international positions. Our theory of change must have a more measured appreciation of how change happens at local level, and the important – but limited role of international victories. These only have meaning when they are translated into change on the ground through activism.

My tenth lesson is a simple one: We must build a local resource base to fund our work – preferably by individual donor subscription. This is critical to legitimacy and to counter the accusations made of manipulation by foreign donors.


Only by maintaining democratic practice on the ground can representation at the national and global levels be legitimate. Only in this way can a national, regional or global network be not only legitimate but also credible. Only when legitimacy and credibility go hand in hand can advocacy undertaken by a multi-scalar network be effective.

In closing, I must ask a final question: What is the real struggle, is it effective advocacy at the global level? As important (or unimportant) as the Millennium Development Goals may prove to be, this cannot be the sum total of our focus as activists. The real struggle is to respond to challenges on the ground and to build resilient structures and strategies based on that. What flows from this is the need to craft robust and enduring democratic practice and structure within our organisations. In this way, and only in this way, is any representation at the global level legitimate.

My generation in South Africa has been privileged to learn lessons from anti-apartheid struggle, and we must embrace the learning from this new generation with its rigorous and vibrant discoveries of the current mission it seeks to fulfill as it addresses our failures both in implementing our vision but also in rebuilding the tradition of struggle that is essential for ensuring the survival of our ideals.

Lack of education acknowledgement in the Addis Ababa Conference

Lack of education acknowledgement in the Addis Ababa Conference

  • Posted: Jul 22, 2015 -
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This post has been written by Macarena Romero, from the Public Affairs Dpt. of Federación Internacional Fe y Alegría.

The Third Conference on Financing for Development that took place last week in Addis Abeba, Ethiopia had the goal of setting a new economic strategy that will pursue the fulfillment of the Sustainable Development Goals ended with a Final Declaration from which we will extract the education mention of it:

“78. We recognize the importance for achieving sustainable development of delivering quality education to all girls and boys. This will require reaching children living in extreme poverty, children with disabilities, migrant and refugee children, and those in conflict and post-conflict situations, and providing safe, non-violent, inclusive and effective learning environments for all. We will scale up investments and international cooperation to allow all children to complete free, equitable, inclusive and quality early childhood, primary and secondary education, including through scaling-up and strengthening initiatives, such as the Global Partnership for Education. We commit to upgrading education facilities that are child, disability and gender sensitive and increasing the percentage of qualified teachers in developing countries, including through international cooperation, especially in least developed countries and small island developing States.”
Final Declaration on the Addis Ababa Action Agenda on Financing for Development


There has been quite a wide range of lectures to the Final Declaration on behalf of the civil society and development experts: from the Civil Society Response to the Addis Abeba Action Agenda on Financing for Development, and there is a great concern on the really low profile given to consider the rights approach to face the development agenda from 2030 on.
In addition, there is a high value on the private sector for “service deliverer” of what are considered to be public goods and which should be assured and guaranteed by the State and the lack of determination for creating an intergovernmental corps, that watches out for international standards of tax justice and which will end up with fraud and tax evasion, that will harm specially impoverished countries in their development path.

Related to education, there is a great consensus in the cooperation for development sector about the premise that efforts made in education have an enormous impact at all levels of a country’s development social and economically. It influences positively in health and therefore in life expectancy, in the creation and sustainability of diverse productive sectors and jobs, in political activism and participation as well as in building social bonds in a community. That is why it becomes essential to reiterate that the Declaration avoids to highlight education as a right that is inalienable to any human being, despite its condition and so it can be provided, if they can afford it, by the private sector; additionally, it eludes to reference the longlife character of the right, meaning that youngsters and adults are also subjects of this right.
There are still certain appointments to set the path that the Sustainable Development Goals will take, as the United Nations meeting in September and the UNESCO meeting in November to deal with the educative route map so it is worth it to keep on struggling for the right to education to be the milestone of the global development agenda.

Financing education: Lessons for the meeting in Addis Abeba

Financing education: Lessons for the meeting in Addis Abeba

  • Posted: Jul 10, 2015 -
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This post has been written by Macarena Romero, from the Public Affairs Dpt. of Federación Internacional de Fe y Alegría.

The Global Campaign for Education, where the Jesuit popular education network Fe y Alegría is an active member, has made certain recommendations for the post 2015 educative development agenda which must be taken into account to define the new financing commitments. The Third International Conference of Development Financing that will take place in Addis Abeba, Ethiopia next week will be the key appointment to set the specific amounts and finance planning to be destined to each one of the seventeen Sustainable Development Goals from now to 2030.

For what will be the Sustainable Development Goal number 4 “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” civil society representatives agreed that the priorities in finances related must be the following:

  1. Measurable financing commitments of education in national budgets allocating 20% of the national Budget and at least 6% of the GDP. This was already set, out of a great agreement, in the Final Declaration of the World Education Forum that took place in Korea last May.
  2. Highlight the responsibility of the State in financing education (vs. the recent privatization of the increasing initiatives in which the private sector is participating).

With great participation among the private sector, this week is taking place the Oslo Summit on Education for Development with the leadership of the Norwegian. For that matter, eight international civil society organizations have recently welcomed a landmark resolution of the United Nations Human Rights Council (HRC) urging States to regulate and monitor private education providers and recognizing the potential “wide-ranging impact of the commercialization of education on the enjoyment of the right to education.”

  1. Support civil society campaigns that pursue tax justice to guarantee the right education financing.

At this respect, two Jesuit institutions, the International Federation Fe y Alegría and Centro Bonó from Dominican Republic have signed the Lima Declaration on Human Rights and Tax Justice.

  1. Strengthen the alliances that are made up already in favour of financing education and fit in more ambitious goals.
  2. Support equitable and quality distribution of budget allocations of education investments including the teachers and educative members.
  3. Demand higher transparency and Budget responsibility counting on the civil society organizations to plan the Budget destinations.

These are considered indispensable requirements if we are really looking after the fulfillment of the education Goal by 2030. It is the key moment to influence and ask for our world policy makers and representatives to adopt a real commitment for education in Addis Abeba.