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Position Paper the Right to Inclusive, Quality Education

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Position Paper the Right to Inclusive, Quality Education 2 The Right to Inclusive, Quality Education – Plan International Position Paper Plan International believes that every child and young person has the right to access and complete a quality, inclusive education that covers at least pre-primary, primary and secondary education, in formal or non-formal settings, at the appropriate age, in a safe and supportive learning environment. development goals. Every girl has an equal right to access a quality education, in safe school environments that are free from gender bias, challenge discriminatory social norms and Plan International believes that education promote gender equality. We commit to should be available and accessible to all prioritising the removal of gendered barriers to children on the basis of equal opportunity and girls’ access to education, such as poor non-discrimination. Every child must be able to sanitation and menstrual hygiene management access and complete an inclusive, quality pre- facilities, early pregnancy and childcare, and primary, primary and secondary education in child marriage. order to meet global commitments. Girls are the under-valued majority, and can be It is unacceptable that certain groups of children a powerful force in their homes, communities are prevented from being able to access, and societies. It is crucial to challenge the transition and complete a quality education due gender inequality and social norms which to their gender, nationality, ethnic or social prohibit girls from accessing and completing a origin, religion or political preference, age or quality education. Negative gender norms disability. Such barriers are discriminatory and should never be justified on traditional, cultural must be tackled through effective policies and or religious grounds. adequate funding. Plan International will continue to work to ensure that girls’ education is a priority issue globally, so that inequality in access to education is eradicated. If Agenda 2030 is not met for the most disadvantaged, the global community will have Plan International believes that mainstream failed. Learning environments must be fit to education systems can and should be adapted accommodate all girls and boys regardless of to meet the needs of all learners, and should their physical, intellectual, social, emotional and offer learning opportunities for every child. Not linguistic abilities. To achieve this, all actors to do so is to ignore the potential of all children. must prioritise supporting the most vulnerable Children with disabilities have an equal right to and excluded children who are least likely to be access an inclusive, quality education, and a able to access education: These are: girls, right to the support and adaptations necessary children with disabilities, from the poorest to facilitate their learning. backgrounds, living in conflict or emergency situations and from the most vulnerable and Child-friendly, inclusive education from early excluded groups. years onwards brings better social, academic, health and economic outcomes for all learners, and at a lower cost than special/segregated education. As such, Plan International believes that inclusive education should be a global priority, without which development goals cannot be met. Plan International believes that education is the key to unlocking girls’ potential, and one of the most effective interventions for achieving 3 The Right to Inclusive, Quality Education – Plan International Position Paper reinstating or strengthening national education services. Plan International recognises that education in emergency responses should target those Plan International believes that no child should disproportionally affected by emergencies, or at be denied the right to access an inclusive, greater risk, in particular girls and children with quality education due to poverty, and disabilities. recognises that poverty exacerbates the likelihood of exclusion for girls or children with disabilities. All actors – governments, intergovernmental organisations and civil society – have a responsibility to support those Plan International recognises that non-formal most in need to access and complete an education is a key inclusive education inclusive, quality education. intervention. Non-formal education programmes can help to ensure that out-of- Plan International believes that pre-primary, school children are able to access an primary and secondary education should be education, and in some cases can be prepared fee-and cost-free. Targeted measures should for re-entry into the formal education system. be taken to ensure that children from the poorest backgrounds, and particularly girls, are supported to access their right to education. Plan International believes that a quality Plan International believes that no child should education is comprehensive, empowering, be denied their right to an education due to promotes respect for the dignity and value of all conflict and disaster. This fundamental right people, and provides a broad range of learning must be protected before, during and after an processes that include wider life skills and emergency, including for displaced children, comprehensive sexuality education. Quality refugees, asylum seekers and internally education should provide children and young displaced persons, to ensure educational people with the necessary skills and continuity. knowledge, attitudes and behaviours to lead positive and productive lives and to be We believe that education in emergencies is responsible and active citizens. crucial to maintaining a sense of normalcy in children’s lives, to provide safe, supportive Plan International believes that quality spaces for children, and for equipping children education outcomes cannot be secondary to with the skills and knowledge they need to access to education. If children are unable to negotiate their present and future learn and develop whilst in school, then the circumstances. education system has failed them. We believe that education is a core We believe that education can help to realise humanitarian need. Education in emergencies the potential in all children, tackling many of the interventions must be integrated into all stages inequalities and exclusionary practices of emergency planning and response: through societies perpetuate. We believe we have a contingency and disaster preparedness collective responsibility to ensure education planning; early recovery immediately following systems achieve this, through quality curricula, an emergency; and long-term recovery. teaching pedagogies and learning environments. Interventions should ensure that children’s immediate education needs are met, whilst also planning for longer-term provision, eventually 4 The Right to Inclusive, Quality Education – Plan International Position Paper supported to embrace children’s learning from early childhood to allow them to explore, clarify and form life-long healthy attitudes and practices, free from coercion, violence and Plan international believes that pre-primary discrimination. education is a vital component of quality education, ensuring children’s brain Comprehensive sexuality education should be development, strengthening their ability to accessible for all children, adolescents and learn, develop psychological resilience and to young people, in both formal and non-formal adapt to change, and preparing children to educational settings. Co-curricular activities enter primary school. This helps to mitigate which complement the formal curriculum are disadvantages faced by children born into poor also important as are parental and community and non-literate environments. involvement and links to gender-responsive, child- adolescent- and youth-friendly healthcare We believe that early childhood care and pre- and other services. It should be provided in a primary education is of critical value for the way that is non-judgemental, non- socialisation of gender equality. It is during discriminatory, scientifically accurate, early childhood and during the very first years accessible, inclusive, rights-based, gender- of school that discriminatory social norms are transformative and adapted to the evolving formed. Pre-primary education must be gender- capacity of the child, adolescent or young sensitive and actively reject harmful gender person. stereotypes. Quality education provision in emergencies – Plan International believes that ensuring every both formal and non-formal – must adhere to child has access to at least one year of free, the minimum standards developed by the Inter- quality pre-primary education should be a Agency Network for Education in Emergencies. priority for national governments. It must: be delivered by trained professionals; promote gender equality and inclusion; Plan International believes that early childhood recognise and respond to the diverse care provision is a vital intervention to reduce cultural/ethnic backgrounds of children; and the burden and gendered distribution of unpaid include modules on human rights, conflict care work, and provides essential support for resolution, life skills, comprehensive sexuality young mothers in taking up educational or education, and disaster risk reduction. economic opportunities. We believe that a quality education should equip children with the skills and abilities to reach their full potential and maximise their chances of finding decent work. Education should be clearly linked to future opportunity, Plan International believes that education must and should
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