Unicef

**donsaeid** · 11-21-2006, 09:05 PM

يونيسف سعي مي*كند برنامه*هاي خود را از طريق مشاركت محلي و همكاري جويانه به پيش برد و به تفاوت*هاي فرهنگي و زمينه*هاي اجتماعي امور اهميت دهد. تشويق و حمايت از برنامه*هاي ملي، منطقه*اي و محلي از جمله راهبردهايي است كه يونيسف در پيش مي*گيرد. تأكيد فعاليت*ها بر برنامه*هاي كم هزينه، مبتني بر جامعه محلي است كه در آن مردم و گروه*هاي كوچك محلي، مشاركت دارند تا از آن طريق، توانايي*ها و مهارت*هايي را در حوزه*هاي بهداشت، آموزش و فرهنگ كسب نمايند.

در حالي كه كمك به ايجاد امكانات ارائه خدمات مداوم به كودكان و مادران در كشورهاي كم*توسعه، مسئوليت اصلي يونيسف را تشكيل مي*دهد، اما اين سازمان به اقدام سريع در جهت برآوردن نيازهاي آنان در وضعيت*هاي اضطراري نيز همت مي*گمارد. فعاليت*هاي يونيسف، كه با اداره امور انسان*دوستانه، كارگزاري*هاي ديگر سازمان ملل متحد و سازمان*هاي غيردولتي متعهد همكاري نزديك دارد، بر تدارك مراقبت*هاي بهداشتي، تغذيه، تأمين آب سالم و بهداشت محيط، آموزش و پرورش پايه*اي و بازتواني رواني كودكان رنجور از آسيب*هاي روحي معطوف است. يونيسف در مواقع اضطراري با «صندوق برنامه اضطراري» و تخصيص منابع تا رسيدن كمك*هاي تأمين*شده از سوي كمك*دهندگان، اقدام مي*كند.

گستره اقدامات يونيسف
يونيسف به نوعي يك سازمان تخصصي است، يعني اين كه صرفاً در حوزة نيازهاي كودكان و مادران كه مرتبط با كودكان است فعاليت مي*كند و سخنگو و حامي كودكان است و اجراي عهدنامه حقوق كودك (Convention on the Rights of the Child) را ترويج مي*كند.
يونيسف در راستاي حفظ حقوق اساسي و منزلت و ارزش كودكان بدون درنظر گرفتن رنگ، جنس، زبان، مذهب و نژاد به وجود آمده است. كودكان به دليل عدم رشد كامل بدني و فكري، نيازمند حمايت مي*باشند. بدين خاطر، يونيسف بر اساس حقوق كودكان كه در اعلامية ژنو 1924 آمده، اعلاميه* جهاني حقوق بشر، كنوانسيون حقوق كودك (1989) و منشور سازماني خود، از همه سازمان*ها و نهادهاي فعال در سطح جهان و مقامات ملي و محلي كمك مي*گيرد تا از تضيع حق كودكان جلوگيري نمايد.

يونيسف با عنايت به مسئوليت*هايش بر اساس اساس*نامه*اش، در اولين اقدام به دنبال بررسي وضع كودكان و مادران در جامعة جهاني، در حوزه*هايي چون تغذيه، مسكن، بهداشت و خدمات پزشكي مي*باشد. اين كه كودكان در نيازهاي اساسي چه شرايطي دارند؟ آيا امكان زيست و حيات دارند؟ متأسفانه بررسي*ها و آمار يونيسف در اين موارد، حاكي از آن است كه شرايط زيستي كودكان، در برخي مناطق جهان فاجعه*بار است و خيلي از كودكان به دليل عدم دسترسي به آب و غذاي مناسب و بيماري جهان خود را از دست مي**دهند. البته لازم به يادآوري است كه آمارهاي يونيسف در اين حوزه، از اختلاف عميق و نابرابري*هاي وحشتناك خبر مي*دهد، به طوري كه كودكان در اروپا با چاقي و عوارض ناشي از مصرف بالاي مواد غذايي مواجه هستند؛ در صورتي كه در آفريقا، به ويژه كشورهايي چون كنگو و سودان، كودكان از حداقل نيازهاي غذايي محروم هستند و در شرايطي زندگي مي*كنند كه هيچ گونه شباهتي به حيات انساني ندارد.

حوزة بعدي يونيسف به پرورش كودكان بر مي*گردد: اين كه آن*ها نيازمند محبت، سرپرستي والدين و فضاي خانواده سالم و امنيت اجتماعي هستند تا اين كه بتوانند در شرايط فرهنگي و اجتماعي مناسب پرورش يابند و انسان*هاي مفيد و مؤثر باشند، اين كه كودكان با نهاد خانواده مي*توانند پرورش بهتري بيابند، يكي از شعارهاي يونيسف است. البته يونيسف در اين مورد با فرهنگ*هاي مختلف رو به رو است و سعي مي*كند در فرآيندي كلي، برنامه*هاي تشويقي و آگاه*سازي جهاني را در باب اهميت نهاد خانواده در پرورش كودكان سالم پيش ببرد.

سازمان ملل متحد، سواد را آشنايي با اينترنت و حداقل يك زبان خارجي دانسته است. اگر كسي اين توانايي را نداشته باشد بي*سواد است. فلذا يونيسف در مورد وضعيت آموزشي كودكان، به ويژه در كشورهاي فقير و جنگ*زده، آمارهايي را ارائه مي*دهد، اين كه جنگ، فقر و ناامني باعث مي*گردد كودكان از تحصيل و آموزش دور بمانند. بررسي سطح سواد در كشورهاي مختلف در ميان كودكان كه بايد حداقل مدارج ابتدايي را طي كنند يكي از فعاليت*هاي يونيسف است و همكاري با سازمان*هاي ديگر از جمله يونسكو و سازمان*هاي ملي و محلي در اين مورد از ديگر فعاليت*هاي يونيسف است.
يكي ديگر از حوزه*هاي فعاليت يونيسف بررسي وضعيت كودكان از حيث ظلم، تجاوز، شقاوت و مبادله است.

هر سال تعداد زيادي از كودكان در معرض خطرهاي مذكور قرار مي*گيرند و مورد سوءاستفاده*هاي جنسي، خريد و فروش و اذيت و آزار قرار مي*گيرند. آسيب*پذيري كودكان در اين موارد بسيار بالا است. سوءاستفاده جنسي و خريد و فروش كودكان به ويژه در اروپا و آمريكا افزايش يافته است، كودكان كشورهاي فقير دزديده يا خريده شده و براي سوءاستفاده جنسي يا خريد و فروش اعضاي بدن آن*ها به كشورهاي ثروتمند منتقل مي*شوند. اين مسئله ناشي از تنزل فرهنگي در جوامع و گسترش بي*مسئوليتي در خانواده*ها است. خطراتي كه كودكان قربانيان اصلي آن هستند. يونيسف گرچه در اين راستا نمي*تواند كاري اساسي انجام دهد، اما هشدارها و آمارهايي ارائه مي*دهد كه خطرات را گوشزد مي*كند و دولت*ها و نهادهاي بين*المللي را به مبارزه با اين گونه آسيب*ها فرا مي*خواند و به نوعي به عنوان سخنگوي كودكان در معرض خطر عمل مي*كند.

**donsaeid** · 11-21-2006, 09:06 PM

يونيسف اولويت*هاي خود را براي كودكان را مطابق با آسيب*پذيري آن*ها تعيين مي*كند. از اين رو، تقريباً تمام منابع آن در فقير*ترين كشورهاي در حال توسعه هزينه مي*شود و بيش*ترين سهم به كودكان واقع در سال*هاي قرين خطر ابتداي زندگي، يعني تا پنج سالگي، تعلق مي*گيرد. هر سال نزديك به 14 ميليون كودك واقع در اين رده سني، به ويژه آسيب*پذير بر اثر بيماري*هاي عفوني و سوء تغذيه و شرايط غيربهداشتي از بين مي*روند و ميليون*ها كودك ديگر نيز به دليل فقر شديد، بيماري و فقدان آموزش و پرورش مناسب از رشد باز مي*مانند.
يونيسف، با همكاري سازمان بهداشت جهاني، از برنامه ايمن*سازي گسترش يافته*اي كه هر سال به تخمين از مرگ بيش از 3 ميليون كودك و رنج غيرقابل وصف ناشي از ابتلاي به شش بيماري سرخك، فلج*اطفال، سل، ديفتري، سياه سرفه و كزاز جلوگيري مي*كند، پشتيباني به عمل مي*آورد.

هر سال حدود يك ميليون كودك در سطح جهان با ويروس ايدز متولد مي*شوند. يونيسف برنامه*هاي آموزش ايدز را مورد پشتيباني قرار مي*دهد و به خانواده*ها و جوامعي كه با اين بيماري دست به گريبانند، كمك مي*كند تا با آن مقابله كنند.
يونيسف برنامه*هايي خاص در حمايت از مادران نيز دارد از جمله اين كه مسئولان و كاركنان مراقبت*هاي بهداشت در كشورهاي درحال توسعه را به نحوي آموزش مي**دهد كه آن*ها درجهت تشويق مادران به اتخاذ نخستين، بهترين، ارزان*ترين و طبيعي*ترين روش در پرورش و حفاظت كودكان خود عمل كنند، يونيسف همچنين حمايت از تغذيه با شير مادر را در مراكز بهداشتي جوامع محلي و بيمارستان*ها هدف قرار داده است.

يونيسف در سطح سياسي نيز فعال است و سعي مي*كند با تشكيل كنفرانس*هاي بين*المللي، نيازهاي كودكان را در صدر دستور كار سياسي دنيا قرار دهد. يونيسف كشورها را تشويق مي*كند و آن*ها را ياري مي*دهد تا برنامه*هاي مرتبط با كودكان را در سطح ملي اجرا نمايند. اين سازمان همچنين از دولت* كشورهاي در حال توسعه مي*خواهد كه بودجه خدمات اجتماعي پايه*اي خود را افزايش دهند و خود نيز كمك*هاي برابري را با بودجه ملي تخصيص مي*دهد. هدف يونيسف حل ريشه*اي محروميت*ها و ارتقاي جايگاه كودكان در برنامه*هاي سياسي،* اقتصادي و اجتماعي ملي است.

يونيسف به عنوان يكي از اركان* فرعي مجمع عمومي سازمان ملل متحد يك نهاد بين*المللي است كه كودكان را تحت حمايت قرار مي*دهد و به همين دليل با اكثر كشورهاي جهان همكاري دارد. اين سازمان به دليل ساختار سازماني خود، كم*تر به قدرت*هاي بزرگ وابسته است. همين ماهيت تقريباً مستقل يونيسف باعث گرديده است اعتبار مناسبي در سطح جهان بيابد. يونيسف به دليل اين كه بيش*تر منابع* مالي خود را از كمك*هاي داوطلبانه دريافت مي*كند داراي محدوديت*هايي نيز هست. آنچه در مورد رابطه جمهوري اسلامي ايران با يونيسف اهميت دارد استفاده از تجارب بين*المللي اين سازمان و كمك گرفتن از برنامه*هاي تحقيقاتي آن است، اين كه ايران بتواند در اين سازمان فعال باشد و از فعاليت*هاي آموزشي، بهداشت، ديگر برنامه*ها سود ببرد. چرا كه كشور ما به عنوان يك كشور در حال توسعه، مطمئناً نيازمندي*هايي در حوزه فعاليت يونيسف دارد و با مشكلات و آسيب*هايي نيز در زمينه كودكان مواجه است.

همان طور كه قبلاً ذكر شد يونيسف يك آژانس عملياتي است، در توضيح فعاليت*هاي آن مي*توان توضيح داد كه نوع فعاليت يونيسف بيش*تر به بيرون از سازمان معطوف است و بر عمل بدون واسطه «در محل»* استوار است. در زمينه فعاليت*هاي هنجاري، سازمان اعضايش را دعوت به اقدام مي*كند اما در مورد فعاليت*هاي عملياتي، رأي و يا از طريق ارگان*هاي عملياتي خود دست به اقدام مي*زند. بديهي است كه سازمان، فعاليت*هاي خود را در محدوده صلاحيت*ها و اختيارات شناخته شده و امكانات موجود انجام مي*دهد. دامنه فعاليت*هاي يونيسف مي*تواند از مديريت مستقيم فعاليت*هاي علمي و تحقيقاتي، اجراي برنامه*هاي توسعه*اي پايه*اي اجتماعي و كمك*هاي مستقيم باشد. جمهوري اسلامي مي*تواند بر اساس برنامة توسعه*اي خود روابطي متنوع را ايجاد كند و خلاء اهداف توسعه*اي خود را در حوزه برنامه*هاي پايه*اي با توجه به تجارب بين*المللي يونيسف پوشش دهد. لازم به يادآوري است كه ايران با يونيسف همكاري دارد و اين سازمان برنامه*هايي را در ايران اجرا مي*كند، اما چشم*انداز همكاري وسيع*تر، باز است.

ايجاد روابط منطقي با سازمان*هاي بين*المللي و فعال بودن در حوزة اجتماعي فعاليت*هاي بين*المللي، براي كشور در حال توسعه*اي مانند ايران، يك ضرورت است. جهان امروز، توسعه را بدون روابط جهاني در يك كشور ممكن نمي*داند. اين امر در همه سطوح صادق است، فلذا همكاري با سازمان*هاي معتبري مانند يونيسف و يونسكو مي*تواند زمينه ارتباطات جهاني ايران را افزايش دهد و در تبادل اجتماعي، فرهنگي و سياسي جايگاه ايران را در جامعه بين*المللي ارتقا دهد.

مدل توسعه در جهان امروز، مبتني بر كار با نظام بين*الملل و داشتن همكاري و روابط دوجانبه و چند جانبه است و سازمان*هايي مانند يونيسف، محافل مناسبي براي همكاري بين*المللي هستند؛ به خصوص اين كه از دايره كشورهاي قدرتمند به نوعي دور هستند و مانند سازمان*هايي چون WTO ، بانك جهاني و شوراي امنيت بنگاه قدرتمندان نيستند.

روابط مستحكم و حضور فعال ايران در اين سازمان*ها موقعي اهميت افزون*تري مي*يابد كه جمهوري اسلامي را داراي اهداف و برنامه*هايي در اين سطح بدانيم كه انتقاداتي را به جهان غرب در حوزة مسائل اجتماعي، فرهنگي و به ويژه در مسائل پرورش كودكان و نهاد خانواده وارد مي*كند. ايران بر آن است كه غرب، به ويژه اروپا و آمريكا در مورد زنان و كودكان دچار مشكلات و مفاسدي است و اين را در مورد زنان جدّي*تر مطرح مي*كند. بدين خاطر بايد سخن خود را از طريق سازمان*هاي مستعد همكاري مانند يونيسف، يونسكو يا حتي مجمع عمومي بر زبان آورد تا بتواند تأثير بيش*تري داشته باشد. گذشته از اين كه خود نيز مي*خواهد از تجارب و دستاورد ديگر كشورها در راستاي اهداف توسعه خود، استفاده كند.

**donsaeid** · 11-21-2006, 09:08 PM

Every year, more than 10 million children die totally preventable deaths. Some are directly caused by illness such as pneumonia, diarrhoea and malaria. Others are caused by indirect causes including conflict and HIV/AIDS. Malnutrition, poor hygiene and lack of access to safe water and adequate sanitation contribute to more than half of these deaths. Two thirds of both neonatal and young child deaths — over 6 million deaths every year — are preventable. Half a million women die in pregnancy each year, most during delivery or in the first few days thereafter.

Innovation in saving lives
Existing low-cost, low-technology and high impact interventions such as vaccines, antibiotics, micronutrient supplementation, insecticide-treated bednets, improved breastfeeding practices and adoption of safe hygiene practices can prevent unnecessary maternal and child deaths and reduce undernutrition.

By packaging services and implementing at scale, high impact and evidence-based maternal, newborn and child survival interventions, we can save millions of lives. By ensuring that all children have access to basic education and by focusing on children marginalized by poverty, HIV/AIDS, conflict and discrimination, we can break the cycle of poverty that keeps children on the brink of survival.

UNICEF in action
Sixty years of experience tell us that we can turn back child mortality and meet the Millennium Development Goals by 2015. UNICEF’s Medium Term Strategic Plan for 2006-2009 identifies Young Child Survival and Development as the first right of the child. UNICEF works with governments, national and international agencies, and civil society to support effective and essential actions at each phase of the life cycle of the child, including in pregnancy, early childhood, preschool and school-going years, and in adolescence.

**donsaeid** · 11-21-2006, 09:08 PM

HIV-infected children in South Kazakhstan to be the focus of comprehensive package

Government and UN coordinate a swift response to child deaths and HIV infection
ASTANA, 16 October 2006 - As a government investigation into health services in southern Kazakhstan continues, widespread concern at the sudden spread of HIV infection in children is being countered by swift action including access to treatment for the children and counselling for the affected families.

According to the latest figures from the Kazakh Health Ministry, 76 HIV-infected children, mostly under the age of 36 months, have been identified in the South Kazakhstan Region, and six children have died of an AIDS-related illness.

The government investigation into the cluster of new cases has still not officially established the causes, though concerns centre on the blood transfusion services and use of non-sterile injecting equipment at three hospitals in Shymkent, the region’s administrative centre where the children were receiving medical treatment prior to their infection.

Speaking to the press a few days ago, the Kazakh Health Minister, Anatoliy Dernovoy, said that the comprehensive approach to the situation in the affected region outlined by UNICEF Representative and Chair of the UN Theme Group on HIV/AIDS, Alexandre Zouev, would address both health and the socio-economic issues.

Responding to a recent Government request, UNICEF invited international experts on antiretroviral therapy, psychosocial counselling and public information to the region to advise the health care staff, while helping central government and local authorities to coordinate partners and facilitate the response.

At the press conference, the UNICEF Representative said that, “the protection of the rights of children and their families should guide the country’s response and the focus should be on an effective system of preventive measures. Non-discrimination and a community that is supportive of the children and families concerned is vital.”

The UN Theme Group on HIV/AIDS is framing a joint plan of action to complement the government's national HIV/AIDS strategy currently under development.

The joint UN action will help the government assess the special needs of the affected population; establishing adequate medical treatment protocols; social protection measures for HIV-infected children and affected families, including psychosocial counselling and support; preventing the separation of children from families; and supporting families to ensure the psychological, emotional, physical and social development and protection of the HIV-infected children.

Together with UNAIDS and UNESCO, UNICEF will work national and local partners to design and carry out a communication strategy to fight stigma and discrimination and to promote the rights of children infected and affected by HIV and AIDS. The media are important partners in combating discrimination and in changing public attitudes. Advocacy for the protection of the children and their families, as well as efforts to help create an environment for effective action, are a key element of the response.

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About UNICEF
For 60 years UNICEF has been the world’s leader for children, working on the ground in 156 countries and territories to help children survive and thrive, from early childhood through adolescence. The world’s largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments.
For further information please contact:
Sultan Khudaibergenov, Communication Officer, UNICEF Kazakhstan: Tel +7 3172, 326 206:ext 112, skhudaibergenov@unicef.org

**donsaeid** · 11-21-2006, 09:09 PM

UNICEF works with children in 156 countries around the world. These pages are devoted to hot news topics emerging from those countries.

You'll find special newsrooms on countries in crisis, as well as pages devoted to global issues affecting children.

For further information on these topics, please contact us at press@unicef.org.

**donsaeid** · 11-21-2006, 09:09 PM

Study on Violence Against Children

What is the study?
The UN study on Violence Against Children is a landmark effort to provide a detailed global picture of the nature, extent and causes of violence against children, and propose clear recommendations for action to prevent and reduce such violence.

As the first report of its kind on this subject, the study is a critical tool to draw much-needed attention to a global problem. Ultimately the purpose of the study is to urge governments to fulfil their obligation to prevent and eliminate violence against children.

How does the study define “violence”?
The study defines violence as the intentional use of physical force or power, threatened or actual, that results or is likely to result in injury, death, psychological harm, maldevelopment or deprivation. The study also bases its understanding of violence on the Convention on the Rights of the Child.

Who is the study being conducted by?
The study was mandated by the General Assembly and the Secretary-General appointed Independent Expert Paulo Sérgio Pinheiro to lead the study. Mr. Pinheiro is a former Secretary of State for Human Rights of Brazil and has directed the country's Centre for the Study of Violence since 1990. UNICEF, WHO and the Office of the High Commissioner for Human Rights collaborated closely to support the work of the Independent Expert. A number of other UN agencies like ILO were also actively involved with the study.

What is the focus of the study?
The study focuses on the nature and extent of violence against children in five settings:

* The home and family
* Schools and educational settings
* Other institutional settings (orphanages, children in conflict with the law)
* The community and on the streets
* Work situations

For each type of violence, the study reviews what is known about the causes and associated risk and protective factors. Its focus is on prevention strategies, in particular through the identification of best practices in prevention, including those designed by children.

Several cross-cutting issues that increase a child’s vulnerability to violence are also considered in the report, including:

* Violence in the media and other virtual settings, including child pornography
* Traditional harmful practices, including female genital mutilation and early/forced marriage
* Violence against children from ethnic minorities, immigrant or migrant communities
* Violence against children infected with or affected by HIV/AIDS
* Children as perpetrators of violence, including bullying

For further information please contact:

June Kane, Lead Communication Officer, UN Secretary-General’s Study on Violence against Children: Tel + 1-917-640-0184. After 14 October: + 41 79 695 64 88.

José Díaz, Spokesperson, OHCHR (Geneva): Tel + 41 22 917 9242

Renata Sivacolundhu, Information Officer UN HQ: Tel + 1 212 963 2932.

Karen Dukess, UNICEF NY: Tel + 1 212 326 7910, kdukess@unicef.org.

Laura Sminkey, WHO, Technical Officer, Advocacy & Communications: Tel + 41 79 249 3520

**donsaeid** · 11-21-2006, 09:10 PM

Child Survival Symposium

New York, 13 September 2006 – The Government of Norway and UNICEF, in cooperation with The Lancet, are convening a high-level Child Survival Symposium in New York on 18 September 2006 to raise awareness of child survival issues and galvanize action to reduce child mortality by two-thirds by 2015, in line with Millennium Development Goal 4.

Every year 10.5 million children die before the age of five – 29,000 children every single day. The vast majority of these deaths are preventable.

While child mortality will be the focus of the Symposium, it will be discussed in the context of the “continuum of care” of maternal, newborn and child health, and such key causes of child mortality as malnutrition, malaria and HIV/AIDS. The Symposium will look at solutions, such as the Accelerated Child Survival and Development approach that is reducing child mortality in parts of West Africa, by taking well-known health interventions to scale.

The Lancet, which is playing a key role in the push for MDG 4, will issue a special electronic supplement on the day of the Symposium to highlight child survival. The supplement will include its Countdown Report, showing which countries are on track for MDG 4, and which are not.

The Symposium will be divided into two sessions:

• A high-level policy panel with Prime Minister Stoltenberg, UNICEF Executive Director Ann M. Veneman and Heads of State, including Her Majesty Queen Rania Al-Abdullah of Jordon, with an expert introduction by Professor Hans Rosling and moderated by Riz Khan.

• A more informal ‘Town Hall’ panel of experts to include Zulfi Bhutta, Julio Frenk, Richard Horton, Julian Lob-Levyt and Joy Phumaphi.

Both sessions will take place at UNICEF House, 3 UN Plaza, 44th Street, New York.

***

About UNICEF
For 60 years UNICEF has been the world’s leader for children, working on the ground in 156 countries and territories to help children survive and thrive, from early childhood through adolescence. The world’s largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments.

For further information, please contact:

Angela Hawke, Communications Officer, UNICEF New York: Tel + 212 326

Jessica Malter, Communication Officer, UNICEF New York: Tel + 212 326 7412

**donsaeid** · 11-21-2006, 09:10 PM

Education is a basic human right, vital to personal and societal development and well being. All children deserve a quality education founded on a rights-based approach and rooted in the concept of gender equality. A rights-based approach to education will address inequalities in our societies that are deep-rooted and often gender-based. Such inequalities exclude millions of children, particularly girls, from school or condemn them to educational experiences of very poor quality.

Education enhances lives. It ends generational cycles of poverty and disease and provides the means for sustainable development. A quality basic education will better equip girls and boys with knowledge and skills needed to adopt healthy lifestyles, to protect themselves from HIV/AIDS and other sexually transmitted diseases, and to take an active role in social, economic and political decision-making as they transition to adolescence and adulthood. As educated adults, they are more likely to have fewer children, to be informed about appropriate child-rearing practices, and to ensure their children start school on time and are ready to learn.

UNICEF advocates quality basic education for all children — girls and boys — with an emphasis on gender equality and eliminating disparities of all kinds. In promoting equity, UNICEF focuses on the most disadvantaged children through a range of innovative programmes and initiatives in education. We work with a range of local, national and international partners to realize the education and gender equality goals established in the Millennium Development Goals and the Education for All Declaration and to bring about essential structural changes needed to achieve social justice and equity for all.

**donsaeid** · 11-21-2006, 09:11 PM

The big picture

Quality education remains a distant dream for millions of children across the globe. 121 million children, the majority of them girls, are being denied this fundamental right.

What is girls’ education?

Education is a fundamental right for all children, including girls. Yet, as in many other areas of their lives, girls’ prospects for education are diminished because of gender discrimination.

The statistics say it all. 65 of the 121 million children in the world who are not in school are girls. In Sub Saharan Africa, 24 million girls were out of school in 2002. 83% of all girls out of school live in Sub Saharan Africa, South Asia, East Asia and the Pacific. Two-thirds of the world’s 875 million illiterate adults are women.

That is why United Nations (UN) Secretary-General Kofi Annan, in his groundbreaking address to the Millennium Assembly reminded us that there can be no significant or sustainable transformation in societies—and no lasting reduction in global poverty—until girls receive the basic quality education they deserve—and take their rightful place as equal partners in development.

Links to other UNICEF priority areas

Education can put women on the path to economic and social empowerment. Educated women tend to marry later, have fewer children and are more likely to understand what they must do to protect themselves and their families against various odds.

Those are some of the reasons why UNICEF has focused attention on girls’ education. The other is that accelerating progress in girls’ education can promote and consolidate gains in other UNICEF priority areas, including fighting HIV/AIDS, protecting children from abuse and exploitation, promoting immunization and ensuring a child’s right to survive and thrive in the early years.

A strong argument can be made, for example, that education is our best weapon against HIV/AIDS, which is affecting a disproportionate number of women and teenage girls. In sub-Saharan Africa, 58 per cent of those infected with HIV/AIDS are women. In that region, girls are twice as likely to become infected as boys; the ratio is five or six to one in the worst affected areas.

Education helps women become better informed about how to prevent HIV infections. It empowers them to defend themselves in potentially dangerous situations. Indeed, it has been shown that denying a girl access to quality education increases her vulnerability to abuse, exploitation and disease. Girls, more than boys, are at greater risk of such abuse when they are not in school. A classroom not only provides a safe haven for girls, it can instil in them a sense of their own power, and hope for the future.

The links between educated mothers and their children’s survival and development have been clearly established. An educated mother is more likely to protect her child from avoidable illness and disease with routine health check-ups, growth monitoring and a nutritious diet. She knows that her child can be safe from such preventable diseases as polio, measles and diarrhoea through immunization. How a child is nurtured and cared for from birth onwards has a profound bearing on that child’s ability to learn and develop. And there is incontrovertible evidence suggesting that women who are educated tend to have healthier and better educated children.

What’s new in girls’ education?

Girls’ education is among the priorities of UNICEF’s medium-term strategic plan for 2002-2005. The focus is on getting girls into school, making sure they stay there and equipping them with the skills they need to succeed in life.

Within this broader strategy, UNICEF launched an “acceleration campaign” to make substantial inroads in girls’ education. Without this extraordinary effort, it is doubtful that the global community can reach its goal of eliminating gender disparities in primary and secondary education by 2005.

Achieving this objective, in fact, will be the first test case of the Millennium Development Goals, pledged by all UN Member States. These eight goals, agreed upon by 189 nations in September 2000, are now widely accepted as universal benchmarks for development. They set time-bound and measurable targets for combating poverty, hunger, disease, illiteracy, environmental degradation and discrimination against women.

It is a challenge that UNICEF accepts wholeheartedly. If we can succeed in making substantial progress in girls’ education by 2005, we will have contributed to the lives of a whole generation of women. Moreover, we will have improved the prospects for the generation that follows, the children of women who have fulfilled their right to learn.

**donsaeid** · 11-21-2006, 09:11 PM

What are UNICEF's priorities in education?

UNICEF’s efforts are directed toward ensuring that all children realize their right to complete a quality education. By mandate, UNICEF focuses on those who are most likely to be excluded or marginalized from learning. Girls’ education has become a priority within this framework, and measures are being taken to close gender gaps in both primary and secondary school.

Why focus on girls?

Girls and boys both have hurdles to overcome in attaining a quality education. Yet for girls, the hurdles are invariably higher and more frequent, simply because they are girls.

Moreover, experience has shown that investments in girls’ education—particularly those directed to the quality of education—also benefit boys. The reverse is not always the case. Focusing on the marginalized and excluded, therefore, is the most effective way of reaching all children.

The challenges ahead

Eliminating gender bias in education is a formidable challenge. Nevertheless, progress in this area could play a key role in determining whether or not the other Millennium Development Goals are realized.

Recognizing the importance of education to this task, the Millennium Development Goals promise primary education to all the world’s children by 2015. Furthermore, they aim to eliminate gender disparity in primary and secondary education “preferably” by 2005, and at all levels by 2015.

The importance of education, especially girls’ education, has been recognized for some time. A global campaign on education was launched in Jomtien, Thailand in 1990, but its goal of achieving “Education for All by the Year 2000” was not to be realized. In 2000, 164 countries met in Dakar, Senegal to assess what had gone wrong and to chart a new course of action. The meeting emphasized that a child must have early care and nurturing if they are to have minds and bodies ready to learn. And it identified the overarching importance of girls’ education as both a right and an essential foundation for development.

But in championing a girls’ right to learn, a larger imperative must also be ensured: that all children not only get into school, but stay there, at least until the age of 15, in order to acquire a basic education. For those adolescents who were passed by, a “second chance” for a quality basic education must also be in the offing.

**donsaeid** · 11-21-2006, 09:12 PM

What are UNICEF strategies for addressing girls' education?

The rights-based approach. Premised on the Convention on the Rights of the Child and the Convention on the Elimination of All Forms of Discrimination Against Women, this approach focuses on the 125 million children, 66 million of them girls, who are denied their right to basic quality education.

The multi-sectoral approach. Honed over decades of work, this approach recognizes that integrated actions in related fields yield the greatest results for children’s education. For example, interventions in health and nutrition improve a child’s chances for survival and sound development. They contribute to better performance in school. Likewise, providing school meals improves nutrition. It provides an incentive to enrol and keep a child in school. And ensuring safe water and adequate sanitation ensures that girl as well as boys will enrol and stay in school.

“Accompanying” countries. This strategy is based on the idea that countries often need help beyond the provision of funds. Having been invited by government, UNICEF becomes involved in day-to-day decision-making to ensure education for every child, while respecting the vision that a country has set out for its own development. UNICEF is uniquely positioned for this role because of its track record, its decentralized structure and its experience in more than 150 countries.

Acceleration. UNICEF, in collaboration with dozens of partners, has committed itself to doing everything possible to maximize the enrolment of girls in 25 countries where the situation is most critical, by the year 2005.

In these countries, UNICEF is concentrating resources, intensifying interventions and working closely with national governments and a wide range of partners to reach out-of-school girls.

At the same time, we are undertaking global and country-level advocacy and communications campaigns to raise public expectation, mobilize political action and encourage financial support.

The lessons learned over the next three years will be applied to accelerating girls’ education in other countries, until all the world’s children, girls as well as boys, can exercise their right to a quality education.

Through the private sector, UNICEF is giving an added push to girls’ enrolment. In the long run, such efforts are expected to yield positive gains towards women empowerment, poverty alleviation and balanced economic growth.

Existing programmes, including those carried out with the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United States Agency for International Development (USAID) and the World Bank, will be complemented and strengthened. So too, will existing partnerships, in the interest of speeding up progress for girls

**donsaeid** · 11-21-2006, 09:13 PM

Multi-country programmes

The African Girls’ Education Initiative

The African Girls’ Education Initiative, or AGEI, is helping girls enrol and stay in school in 34 African countries. Funded in part by the Norwegian government, AGEI includes countries embroiled in conflict or reeling from the effects of HIV/AIDS.

The initiative promotes systemic changes in a country’s educational system to remove gender bias and to improve the quality of education at all levels. It advocates for countries to develop a policy and plan of action for girls’ education, build the necessary partnerships and implement a multisectoral programme that encourages learning for girls. It can include support for early childhood development, improved water and sanitation, access to health services, attention to HIV/AIDS and income-generating activities for women.

In several countries, this multisectoral approach is resulting in new school canteens or the construction of latrines; in others, special attention is being placed on the health issues of girls. In Gambia and Burkina Faso, mothers’ clubs are sponsoring schools and helping to reduce the dropout rate of girls. In Ethiopia, teacher training is improving classroom learning. In all 34 countries, the initiative has supported the development and implementation of a plan of action to promote gender-sensitive primary education.

In total, more than 6,000 schools and literacy centers in 16 countries in west and central Africa, and 60 districts and regions in 18 eastern and southern Africa countries are benefiting from AGEI programming.

**donsaeid** · 11-21-2006, 09:13 PM

The country programme approach to education

UNICEF works with the government, civil society organizations and other partners to ensure that the rights of children and women are promoted. UNICEF’s education model adapts interventions to the specific problems facing the country’s children in relation to girls’ education.

There are seven other considerations when designing educational initiatives:

1) National goals;
2) UN Development Assistance Framework (UNDAF) priorities;
3) UNICEF’s Medium-Term Strategic Plan (MTSP);
4) the UN Millennium Development Goals (MDG);
5) Education for All (EFA) Goals;
6) Country resources; and
7) Partners’ expertise.

UNICEF assists national and local partners to implement activities related to Girls' Education and helps them build their capacities. UNICEF also advocates for policies, programmes and actions to realize the right to education for all children.

The country programme approach starts with the assessment and analysis of the situation of children and women, identifying the role gender plays in education. UN agencies and the government then prepare a Common Country Assessment — an important first step in formulating a new Programme of Cooperation. The resultant UN Development Assistance Framework positions UNICEF cooperation within the context of the UN system.

**donsaeid** · 11-21-2006, 09:14 PM

How the acceleration strategy works

Accelerating action on girls’ education is intended to help to achieve gender equality in primary and secondary education by 2005, a crucial challenge of the Millennium Development Goals and the “Education for All” targets.

In collaboration with governments, civil society and the private sector, UNICEF is giving an added push to girls’ enrolment. In the long run, such efforts are expected to yield positive gains towards empowering women, alleviating poverty and balancing economic growth. Leveraging the power of girls’ education in all of these areas is one reason why UNICEF has made girls’ education a top priority in its medium-term strategic plan for 2002-2005. The time remaining is short. But UNICEF is committed to achieving meaningful results.

The acceleration strategy is a rights-based approach, premised on the Convention on the Rights of the Child and the Convention on the Elimination of All Forms of Discrimination Against Women. The focus is on the 121 million children (65 million girls), who are denied access to basic quality education.

Accelerating action in girls’ education does not represent a change in direction. Existing programmes, including those carried out with UNESCO, USAID and the World Bank will be complemented and strengthened. So too, will existing partnerships, in the interest of speeding up progress for girls.

The strategy’s five interrelated parts

1. Focusing on 25 countries that pose the greatest challenges or offer a realistic chance of tangible results by 2005. The countries were selected based on the following criteria:

* A net enrolment ratio for girls of less than 70 per cent.
* A gender gap of 10 per cent or more in primary enrolment.
* More than 1 million girls out of school.
* One of the Education for All “fast track” countries.
* Countries where enrolment and gender parity are under threat because of HIV/AIDS, civil conflict, natural disasters or other emergencies.

The 25 countries are: Afghanistan, Bangladesh, Benin, Bolivia, Bhutan, Burkina Faso, Central African Republic, Chad, Democratic Republic of the Congo, Djibouti, Eritrea, Ethiopia, Guinea, India, Malawi, Mali, Nepal, Nigeria, Pakistan, Papua New Guinea, Sudan, Tanzania, Turkey, Yemen and Zambia.

2. Taking a proactive and intensive approach that will concentrate expertise, knowledge and other resources on reaching out-of-school girls. Progress on girls’ education cannot be achieved through a “business as usual” approach. Being proactive means finding out-of-school girls and getting them into the classroom, on an emergency basis if necessary, rather than putting measures in place and waiting for enrolment to increase. It also means paying greater attention to the quality of education to avoid future setbacks.

A greater degree of collaboration and co-ordination among partner agencies will be required to use what we already know and apply it to individual communities. In concrete terms, this could mean operating double shifts in existing schools, operating “tent schools” in emergency situations and using incentives to increase enrolment and attendance as well as the quality of education.

3. “Accompanying” countries on the road to progress by providing sustained, multisectoral support. This is a new concept, based on the notion that countries often need help beyond the provision of funds. It means being involved in day-to-day decision-making, without being obtrusive or trying to dictate terms, while respecting the vision that a country has set out for its own development.

UNICEF is uniquely positioned for this role because of its track record, its decentralized structure and its experience in more than 150 countries.

UNICEF’s multisectoral approach has been honed over decades. It recognizes that integrated actions in many related fields will yield the greatest results. Efforts in health and nutrition, for example, not only improve a child’s chances for survival and sound development, it contributes to better performance in school. Likewise, providing school meals not only improves nutrition, but also provides an incentive to enrol and keep a child in school.

4. Strengthening advocacy at national and international levels to create a groundswell of local demand for transparency and accountability. UNICEF will also advocate to transform political will into government action so that national leaders are obliged to fulfil their commitment to girls’ education and reflect it in national plans and budgets. Internationally, UNICEF will seek to ensure that girls’ education is given the priority it deserves, including in the “Fast Track” Initiative, led by the World Bank.

5. Intensifying partnerships for planning, coordination and service delivery. This is intended to prevent piecemeal efforts in the planning and implementation of activities related to girls’ education. Beyond this, coordination is required to avoid waste and duplication of efforts. At the international level, UNICEF will use its involvement in existing partnerships to provide greater coordination of efforts and to translate these partnerships at the country level. It is in the area of service delivery that partnerships are most needed.

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