World Vision’s input for the UNGEI Global and Regional Activities Report
Nov. 2007
Report on Disability and the EFA FTI:
World Vision UK, an UNGEI member, launched a new report on education for disabled children, entitled 'Education's Missing Millions: including disabled children in education through EFA FTI processes and national sector plans'. The report focuses on how the Education for All Fast Track Initiative (FTI) Partnership is tackling the challenge of disability, makes recommendations to strengthen current FTI processes, tools and partnership mechanisms, and identifies new opportunities through which the FTI can better address the issue of disability and education.
The appendices include detailed analysis of 28 national education sector plans for their responsiveness to the issue of disabled children and education. The report also contains recommendations for all partners in the Fast Track Initiative, both donors and recipient government and, as such, may serve as a useful tool for lobbying governments and international development agencies on education.
The report was presented at the FTI steering Committee meetings and the World Bank/IMF Civil Society Forum meeting in October 2007. This report is an example of an UNGEI member strengthening the EFA efforts at national and global levels. The total report can be accessed at https://www.worldvision.org.uk/server.php?show=nav.00100400300k008. Hard copies are available and can be requested from Irene Fabamifobee (). The summary report and proposals document is currently being translated into French and Spanish and will be available soon. An audio version of the summary report is also available.
Education in Emergencies:
World Vision and Save the Children partnered in a successful lobbying effort to persuade the UN Office of the High Commissioner for Human Rights, Committee on the Rights of the Child, to dedicate their annual Day of General Discussion (DGD) in 2008 to the issue of "Education of children in emergencies".
This is a huge success for inclusive education as DGDs are often the start of much larger processes; for example in 2000 and 2001, the DGDs focused on Violence against children which led to the Committee making a recommendation to the General Assembly that the UN carry out a study into the issue. Similarly, all the UN work around children in armed conflict began with a Committee DGD in 1992. In addition, these education partnerships also successfully persuaded the Special Rapporteur on Education to focus his course of study this year on the same issue, which means that a report on the issue will go before the Human Rights Council next year. This shared effort is an example of UNGEI members addressing emerging issues relevant to girls’ education.