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Article 28 obliges States to `make primary education compulsory and available free to all', and Article 29 specifies that it should be the kind of education which helps children develop and take up responsibilities within the community. Four guiding principles of the Convention have particular relevance in the attainment of children's education rights: non-discrimination (Article 2), the best interests of the child, (Article 3), the survival and development of the child (Article 6) and respect for the opinion of children, (Article 12). The Convention moves beyond the view of children as a resource for parents and/or for the state (and therefore worth investing in), to one which recognises each child as an individual with rights to survival, development, protection, participation, and self-determination. The Convention further states that States are under obligation to translate the rights in the Convention into reality, to commit available national resources to Basic Education, (Article 4). It also recognises the need for International co-operation with multilateral and bilateral organisations to ensure the right to education), (Article 28). The Convention further states that children, their parents and other adults have the right to learn about the Convention, (Article 42, 29). The Alliance recognises that many factors influence the type and quality of education which a child receives, including the distance of the child's home to education services, the level of family and of national income, gender, religion and culture, public policies and national priorities. Issues such as nutrition and food security, the provision of health care, women's literacy and family income are closely linked to education. We live in a time of increasing pace of social change; new technologies, social and cultural phenomena are creating very different societies. Children require support in developing behaviour and skills which enable them to face up to new issues, and take on responsibilities in new situations. THE PROBLEMS 2.1 There are inadequate supports for children’s development in the early years: 2.1.1 Socio-economic pressures, the break-up of family and community networks, and situations of conflict, leave many young boys and girls today without adequate care and stimulation or positive adult-child relationships. Only in a minority of countries do governments recognise a responsibility to provide care and education services for boys and girls below primary school age. Even in societies where such provision exists, it is seldom developed enough to cater for the most disadvantaged, who need it most. 2.1.2 In their concern to give young children an early start in education, many parents and governments push young children into formal pre-schools that do not take into account children's broader developmental needs. There is a lack of recognition of children’s need to play, that they learn most effectively when they are actively engaged, and of the key importance of good adult-child relationships. 2.2 School systems often ignore or exclude disadvantaged groups: 2.2.1 Many millions of children do not have the chance to go to school. There are regional variations but in many areas the problems have increased in recent decades. In under-resourced and/or inflexible education systems, certain groups of children are more likely to be excluded - for instance children in rural areas, nomadic children, children living and being in the street, those in ethnic minorities and children in prison. In many countries the excluded children are in majority. 2.2.2 Children with disabilities are among the most disadvantaged educationally. Mainstream educational provision in many countries explicitly excludes them. 2.2.3 In many poor families children work from necessity and schooling remains beyond their reach, either because of the direct cost of attending, or through their paid or unpaid work being seen as of higher value to the family. The tasks they perform of necessity for the livelihood of the family may be incompatible with the normal school timetable. 2.2.4 Though enrolment rates for girls have increased in some countries in recent years, they are still behind those of boys - in many countries far behind - and dropout rates for girls are higher. 2.2.5 There are substantial groups of children who are displaced, or affected by conflict, drought, famine; emergency provision rarely extends to appropriate education for children (and adults), even when displacement and instability are prolonged. 2.3 For many children the school experience is non-developmental, or even damaging 2.3.1 Systems, which stress memorising of facts at the expense of developing the ability to learn, do not prepare children to adapt to different situations. Rigid examination systems have a deleterious effect on teaching and learning; the curriculum stresses what is possible to examine rather than skills acquired, and interest, creativity and curiosity are stifled. Harsh discipline makes children afraid and may cause them to leave school early. 2.3.2 Adult attitudes, which are not informed by an understanding of how children learn and develop, are at the heart of many of these problems. Children do not learn effectively unless they feel secure and accepted, are encouraged and respected as persons who can initiate, make judgements, and take responsibility (e.g.. contribute to school management.) Lack of appropriate training and support systems for teachers, teacher trainers and education administrators, are a problem at all levels. 2.4 Curricula are not sufficiently relevant to children’s experience, needs or life challenges 2.4.1 Many education systems are inflexible and poorly adapted to children's life conditions and changing times. Millions of children leave school after a few years without having learnt anything usable. 2.4.2 The content of what is taught is often decided through hierarchical, bureaucratic systems without mechanisms for involving parents/local communities, which could make it more relevant. 2.4.3 Mother-tongue policies that could help children learn more effectively in their first years of schooling are often resisted by dominant groups, or for pragmatic reasons. 2.5 Many education providers lack the resources or capacity to deliver effective education: 2.5.1 Global economic inequalities and the burden of debt leave many governments without the resources to provide education for all children. Structural adjustment programmes have forced governments to reduce public sector spending, thus seriously affecting education. In many countries there are extremely high pupil-teacher ratios, and declining teacher salaries. 2.5.2 In the pressure to achieve universal primary education many countries expanded provision rapidly without the resources to maintain quality, resulting in large numbers of teachers who are under trained or inappropriately trained, poorly built and severely overcrowded schools, lacking essential materials and equipment. Falling enrolment and rising dropout rates in many countries indicate that poor quality of provision is in itself a cause of reduced access. 2.5.3 Weak government structures, inflexibility, lack of political will or clear priorities limit the capacity of governments to deliver appropriate education. In some societies political influence in the appointment of teachers and poor supervision systems combine to create a situation where teachers are often absent. 2.5.4 Increased reliance on private funding or cost-sharing measures, in already financially stressed populations, leads to inequity and has a marked effect on enrolment levels. 2.5.5 Donor-supported educational reforms are often uncritically accepted by governments desperate for resources; in many cases reforms introduced at the higher levels of the education structure have little impact on improving the quality of education children receive. 3. OVERALL STATEMENT OF POLICY 3.1 The Alliance believes it has a particular mandate to address the rights and needs of boys and girls who are marginalised and disadvantaged. It commits itself to work for educational systems that are inclusive and non discriminatory, and that give children from disadvantaged groups access to education that is developmentally appropriate and relevant to their life circumstances, now and later. 3.2 The Alliance bases its work on a view of education as part of a child's whole experience. It believes that improvements can best be achieved through approaches developed with the participation of children and the adults who are responsible for them, to increase the relevance of education to actual life conditions and challenges. 3.3 The Alliance sees education as a life long process, beginning from birth onwards in family and community, with close links between better educational opportunities for children and for adults. It advocates for developmentally appropriate education at all stages of the education system, and in the community. But it believes that the early years are a critical period in children’s development, and consequently concentrates its practical work on the foundation stages of children’s education: early childhood development and basic primary education, including out-of-school learning to complement what school provides or for children who missed out on the chance of schooling. 3.4 The Alliance believes that education is a vehicle for developing the skills and confidence for genuine participation. Attempts to improve the educational experience will include listening to children's views and finding mechanisms for participation in decision making. Change in the education provided should be sought in co-operation with all players; boys, girls, parents, the community, teachers and principals. Effective schools can be better developed through 'continuos analysis' by all players and development of appropriate strategies for change. 3.5 The Alliance opposes ‘global solutions’ to education problems. It believes that international support to education should be offered in a way that is based on an understanding of the local context, values local perspectives, strengthens local educational capacity, and does not create dependence. 4. ELABORATION OF THE POLICY 4.1 Principles of operation: where and how the Alliance will work on education The Alliance believes that appropriate strategies for work in education will vary according to context: 4.1.1 National education systems: The Alliance believes that every child's right to education is most likely to be ensured through the provision of strong, yet flexible and appropriate, national and local education services. The Alliance will support policies and practice likely to make state education systems more inclusive, relevant and supportive of children's development. The Alliance will lobby for reasonable allocations of resources for Basic Education. 4.1.2 Community approaches: The Alliance will promote educational opportunities through community self-help approaches in relation to childhood younger than primary school age; where primary education systems are weak or minimally- functioning and do not reach all children; to bring greater relevance and a more developmental approach to the school experience. 4.1.3 For excluded groups: The Alliance approach is to promote inclusion and work for change in education systems towards a responsibility for all children. Where children's only educational opportunities are outside the framework of schools (e.g. children living and being on the street, children working long hours, children in prison), the Alliance will support educational initiatives that meet the particular needs of children not otherwise provided for. 4.1.4 In armed conflict and emergencies: Where educational provision has broken down, the Alliance will support local groups capable of making temporary education provision, whilst campaigning for longer-term measures. The Alliance consider that in armed conflict and emergencies the provision of schooling is urgent, since in such situations it is one of the major factors contributing to children's security and psycho-social well-being. 4.1.5 Employers of children: The Alliance will work with private companies and employers where they are genuinely seeking to extend educational opportunities to working children, or children released from work, in order to ensure the children's views are respected and needs are properly assessed. 4.1.6 Private providers: The Alliance recognises the extent and range of the private provision of education services at all levels, including in some contexts for children in disadvantaged groups. It is the Alliance's policy to work with the private sector, particularly at the pre-primary level, to add to its understanding of the opportunities and limitations of private provision in providing new and alternative models, and of extending education opportunities to all children, particularly the poorest. 4.2 Approaches to be promoted: The Alliance will support approaches that promote an inclusive, developmental, relevant educational experience, that are innovative in that particular context, and will seek mechanisms to give such approaches wider impact. 4.2.1 On problems of exclusion The Alliance’s policy is to demonstrate innovative, effective and practical ways of: including children with disabilities into mainstream education (Article 23) ensuring that minorities are not discriminated against and that their cultural rights are respected (Article 30) increasing girls participation in schools (Article 2) bringing about a more integrated, less fragmented approach to education planning and provision, which builds on successful participatory style of ‘non-formal’ education projects, but linking them into state provision. 4.2.2 Developmentally appropriate education The Alliance believes that children learn and develop when they feel secure and accepted and are encouraged and respected as people, who can initiate, make judgements and take responsibility. It is therefore the Alliance's policy to: strengthen links between the care and education provided in the home, community, through early childhood services, and in primary schools, to promote active learning and child sensitive methodologies; encourage early educational experience in the child's mother- tongue; build on local child-rearing practices, respecting the child's own culture, but also providing opportunities to reflect on and have the confidence to challenge harmful practices; provide opportunities for children who will develop practical skills, which enhance their self-confidence and self-esteem, enable them to communicate, to co-operate, and to negotiate, to make decisions and which encourage their independence. The Alliance will support children and young people in developing skills which explore solutions, analyse their own situation and understand their own political and legal systems; integrate children's participation into its education work by developing ways of supporting each child's right to speak and participate in transforming their own lives whatever their situation, recognising that this may be a long process; link different key players such as boys, girls, parents, communities and representatives from the education system in the process of educational change. 4.2.3 Education that is relevant to children’s life experience and challenges It is the Alliance’s policy to: use participatory approaches to bring greater relevance to the curriculum; promote opportunities for children to develop skills essential to their survival and development, for example on health issues, HIV/AIDS awareness, local environmental issues or creative capacities, especially when working outside the school framework; seek opportunities to promote the teaching of these skills within the primary school system when they are absent from the curriculum; to improve delivery systems through support to training and supervision systems; Provide teaching in children's rights and learning experiences that are in the best interest of the child. 4.2.4 Management-training - work with adults The Alliance believes that educational inputs (training/capacity building etc.) can lead to changes in understanding which have long term impact on behaviour, leading to increased quality of life. Recognising that the views and approaches of the adults who work with children are key to the benefits children receive from their education at every level, it is the Alliance's policy to: support parents and communities in child-rearing practices which encourage children's socialisation, development and learning; support the training of teachers, teacher trainers, educational administrators and other personnel at local and national level, in ways which develop their capacity to understand children's development in order that their approaches will enhance this development; develop practical and appropriate ways of involving communities in local schools, encouraging ways of listening to the children in those schools. 4.2.5 International advocacy: The Alliance believes that its wide range of experience of education issues world wide gives it a responsibility to advocate for all children’s right to a developmentally appropriate education, and for the removal of international constraints which limit the fulfilment of that right. Approved by the CEO 23-24 November 1998 Prepared by the Basic Education Task Force in consultation with colleagues in their own organisations: Aina Bergstrіm (Save the Children - Norway) Marion Molteno (Save the Children - UK) Annika Nordin (Save the Children - Sweden) Fred Wood (Save the Children - US) COMPLEMENTARY DOCUMENTS: Further detail on principles and lessons from experience are given in: 1. Starting Young (on early childhood development) 2. 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