With access to a quality education, children, young girl, people living with disability become knowledgeable, transform their communities, protect themselves from violence and experience life in all its fullness. We work with communities and local governments to address the barriers to a quality education for all people. We are empowering young girls, youth, people living with disabilities and parents by training them on their needs and their right to education, encourage the children go to school and get the opportunity to shine.
The Right to Education
Education is a human right.
The right to education has been an endorsed Convention on the Rights of the Child. Primary education should be free at the point of delivery and universal. Secondary education should be available and accessible to all. Tertiary education should be accessible to all on the basis of capacity by every appropriate means. Education should promote the full development of the child’s personality, mental and physical potential and develop respect for human rights, tolerance and international understanding for the natural environment. The child has the right to play, recreation and cultural activities.
VCDK Methods for the working plan on Education:
ELIMIKA SCHOLARSHIP INITIATIVE
It is an initiative we running under our Education program where we facilitate learning or acquisition of knowledge, skill, values and habits. We assist in;
Primary award criteria
Outlined below are the major components involved in the administrative process.
The information requested on the application should be a reflection of the selection criteria designated for the scholarship program. You will want to address the following questions for first-time applications as well as for renewal applications if the scholarship is renewable:
Promoting Girls’ Education, Gender Equality and Sensitivity.
Action Research. Community groups must be consulted on community perceptions on gender equity and reasons why girls or boys do not enrol in school, enrol at a late age, or drop out prematurely. The focused groups should be asked to identify steps they can take to promote girls’ completion of the full cycle of schooling, as well as steps that could be taken by the education programme.
Gender sensitivity training for the community. Training and workshops must be conducted in the community to raise awareness of gender issues and to develop possible solutions to problems on inequalities. Gender issues should be included in progress reviews and feature on the agenda of parent teacher. This should be combined with gender sensitivity training associations like Sexual Gender Based Violence (SGBV), Human Rights and income generation etc.
Helping girls combine school and household duties. In many families, girls are expected to undertake collection of food rations, water or firewood or watching over younger children outside the home. These matters can be addressed by suitable timings of food distribution and water supply, community child-care and pre-school arrangements.
Education promotes self-reliance, social and economic development.
Education builds personal self-reliance and provides for the ‘human capital’ needed for the future reconstruction and economic development in areas of origin or settlement. Appropriate education builds the foundations for social cohesion, peace and justice. Education that has been disrupted means that a generation of young people may miss out on education altogether and become a drain on the economy or social fabric of a country as well as become a force for future conflict.
Support for the Education of Vulnerable Groups
Persons with disabilities. It is important to discuss with the community the importance of education for children and adolescents with disabilities in line with Human Rights and Convention on the Rights of the Child (CRC). In many cases, they can attend normal school or youth activities, especially if teachers arrange for student helpers to meet their special needs. Where possible there should be special classes for children and adults with severe disabilities in settlement. If these cannot be established, there should be at least a ‘club’ for children with severe disabilities, to provide regular group activities. Persons with disabilities should have priority access to vocational training in suitable skills e.g. tailoring or secretarial skills for those who have lost the use of their legs. Sports programmes should include special events for the physically handicapped.
Capacity-building for community education committees/Parent Youth Associations.
Education programmes should have staff with specific responsibilities for motivating the establishment of training and guiding community education management committees. The responsibilities of the latter should include:
Promoting trainings for young girls to promote their rights and to discuss reproductive health. Unplanned pregnancies for teenagers encouraging them to return to school so that they can complete their studies.
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