With EAC support, Save the Children (STC) is implementing the ACCESS project in Eastern Myanmar and Thailand. The project aims to address key barriers to education in three communities: eastern Myanmar; refugee camps in Thailand; and migrant communities in Bangkok and Mae Sot, Thailand.
Recent UIS estimates show that there are more than 400,000 out of school children in Uganda. In partnership with EAC, Building Tomorrow is implementing the Access to Quality Education in Rural Uganda project to address the issue of Uganda’s out of school children by providing access to primary education for 50,980 out of school children, through school construction and teacher training and support in hard to reach areas.
An estimated 1.6 million children in India remain out of school despite significant increases in access to primary schools through the government’s Education for All Movement. EAC and its partner Gyan Shala are working to decrease the number of OOSC in Bihar State, India by 226,664 through the implementation of the Bihar-SCERT Program for OOSC.
EAC and BRAC are working in Bangladesh through the use of boat schools to break down the barriers that children face to accessing education in disaster prone and remote rural areas, where households are constrained due to challenging geographies and the negative consequences of extreme weather.
With the support of EAC co-funding, BRAC is establishing 2,000 single classroom schools in the urban slums of Bangladesh in order to enroll 62,000 children who are currently out of school into quality primary education programs.
In partnership with EAC, The Norwegian Refugee Council is implementing the Bridging Tomorrow Project in Côte d’Ivoire. The project is designed to reintegrate 12,383 vulnerable out of school children into formal education settings.
In partnership with EAC, Save the Children is implementing the Build a Future project in Côte d’Ivoire. Build a Future seeks to strengthen the capacity of communities that have been affected by over a decade of conflict to provide quality primary education for their children.
Through the use of non-formal primary schools, Children’s Learning Centers, in Bangladesh, EAC and the Dhaka Ahsania Mission (DAM) will reach 40,000 out of school children in Noakhali, Laxmipur, Chittagong, Mymensingh, and Netrokona districts with quality education.
The goal of this EAC and imagine1day project in Ethiopia is to increase the primary school net enrolment rate in the three districts in the northern Tigray Region and two districts in the southern Oromia Region from 66% to 89% by mid-2018 by enrolling 32,268 primary age OOSC.
The EAC Partnership Iraq project is implemented by the UNESCO's Iraq office and seeks to enroll 30,000 out of school children in four governorates of Iraq in quality primary education programs.
Educate A Child (EAC) has partnered with UNHCR to bring quality primary education to refugee children in 12 priority countries.
The Education for All: An Integrated Approach project involves enrolling and retaining children in primary education in all of Cambodia’s 24 provinces with a focus on the ten provinces with the highest number of out of school children (OOSC) and implemented by a 22-member consortium comprised of an array of development partners.
In partnership with EAC, The Citizens Foundation’s Education for OOSC in Pakistan project targets out of school children from marginalized communities in low income and conflict-ridden (sectarian/religious) areas, of Pakistan who have been deprived from educational opportunities.
In partnership with EAC, the GSS Education for Out of School Children Project addresses the barriers to education faced by low income families and children living in rural, remote area and in urban slums of Bangladesh through low cost primary education using active learning techniques.
In partnership with EAC, the US fund for UNICEF aims to provide quality primary education to 250,000 out of school Syrian refugee and internally displaced children.
Together, EAC and UNRWA, through the Education for Palestinian Children out of Syrian School because of Conflict project brought quality primary education to 66,969 out of school Palestinian Refugee Children in Jordan, Lebanon and Syria .
Tanzania, located in East Africa, borders eight other countries to the North, West, South and the Indian Ocean to the East. The country is a democratic nation and has operated under a multi-party system since 1992. Tanzania’s economy is largely oriented around agricultural production and variations in rainfall are not without effect. However, according to the World Bank, the country regularly posts “impressive growth” and has, in effect, outperformed other developed countries and fast-emerging economies on occasion. Yet the World Bank has also cautioned that the benefits of Tanzania’s economic growth mostly elude rural populations, who comprise the majority of the country’s poor.
In the Democratic Republic of the Congo, EAC is supporting the International Rescue Committee to implement the Enrolling Out of School Children in South Kivu and Katanga Project to ensure that 47,750 Congolese children who are currently out of school have access to quality formal and non-formal primary education.
The crisis in Syria is now in its fifth year and every day the risk of a lost generation of children grows. Nearly 14 million children have been affected by escalating conflict. Half of all Syrians are displaced and close to 2 million children have fled for neighboring countries and are living in overcrowded camps, inadequate informal settlements, or host communities, where tensions are rising between refugee and local populations.
In partnership with EAC, the Equity and Quality in Education project (EQE) is implemented by Plan International and their partner, the Ministry of Education, Science, Technology and Sports. The project aims to help 60,000 of Uganda’s out of school children (OOSC) enroll and stay in quality education programmes.
The second EAC and Educate Girls (EG) project aims to support 126,000 out of school children (OOSC) in four states (Rajasthan, Madhya Pradesh, Uttar Pradesh, Bihar) with a particular focus on remote, rural tribal areas. In these areas EG will reach the most marginalized children in India who are systematically denied the advantages of autonomy, mobility, and economic opportunity.
In September 2012, the UN Secretary-General, Ban Ki-moon, launched with world leaders the Global Education First Initiative (GEFI) with the primary objective of elevating the profile of education on the international agenda, spurring renewed efforts by countries, and mobilising resources to realise Education for All (EFA). The Initiative prioritised three focus areas: putting every child in school; improving the quality of learning; and fostering global citizenship
With EAC support, the Gyan Shala Urban Slums Classrooms project is working to reach a substantial number of children in India’s urban slums who remain out of school despite significant increases in access to primary schools through the government’s Education for All Movement.
In partnership with EAC, the British Council in Pakistan is expanding the current Ilm-Possible programme to 70 districts, covering all provinces of the country to reach 185,000 out of school children with quality primary education.
The goal of the Increasing Access to Education for Marginalized Children project is to respond to the education needs of OOSC in Ethiopia and contribute to equitable access to quality primary education for disadvantaged children.
A vastly diverse country with an estimated total of 135 distinct ethnic groups, Myanmar has at times struggled to unify its people under the banner of the nation. Ethnic strife and violent conflict are not unknown in Myanmar and have resulted in large-scale internal displacement and refugee flows into neighbouring countries. Furthermore, the Myanmar government has grappled with providing quality basic education, as well as affording different linguistic modes of instruction, which would be more accessible to the country’s diverse ethnic populations. Although education data is scarce in Myanmar, some figures indicate a net primary-enrolment rate of 84 percent; however, 10 percent of these enrolled children will not endure to class 5. According to a Multiple Indicator Cluster Survey (MICS), as of 2010 there were at least 1 million OOSC in the country.
In Kenya, EAC and Girl Child Network (GCN) are working through the Our Right to Learn! project to ensure that children, especially girls, facing barriers to realising their right to education have the opportunity to access a full course of primary education.
In September 2012, the UN Secretary-General, Ban Ki-moon, launched with world leaders the Global Education First Initiative (GEFI) with the primary objective of elevating the profile of education on the international agenda, spurring renewed efforts by countries, and mobilising resources to realise Education for All (EFA). The Initiative prioritised three focus areas: putting every child in school; improving the quality of learning; and fostering global citizenship.
EAC and Care are working in Haiti to improve quality, equity and access to primary education for 50,000 out of school children.
EAC and UNICEF partnership project is improving access to education for out of school children in South Sudan, and aims to reach 32,640 out of school children with quality education.
In partnership with EAC, the Roger Federer Foundation is implementing the Quality Primary Education for Rural Areas in Limpopo project, in Limpopo, South Africa. The project addresses the low level of education quality and the high level of dropouts in Limpopo to provide out of school children in Limpopo, South Africa with the opportunity to access a full course of quality education.
Reaching Educational Attainments of Children in the Hinterlands (REACH) is a one-year initiative that builds on Pact’s success in using flexible and innovative models to expand opportunities to the most marginalized and hardest to reach children and help them access and complete education in Ethiopia.
In India, EAC is supporting the Bharti Foundation over four years to reach 48,200 out of school children in India through its flagship program, the Satya Bharti Schools Program.
In partnership with EAC, the International Rescue Committee’s Educate First project works to increase opportunities for a quality primary education for out of school children in Côte d’Ivoire who were displaced by conflict in recent years and who live in situations of extreme poverty.
In Brazil, EAC and Aprendiz are working in partnership to expand the Department of Education’s Schools of Tomorrow program to bring quality basic education to the children of Rio de Janario’s falavela’s. Rio de Janerio’s falavelas habitually have lower education levels, literacy rates, age-grade parity, and enrollment and retention rates than the rest of the country.
Across remote rural communities in Cambodia, Myanmar and Nepal, access to quality primary education is inhibited for myriad diverse factors. In the Ratanakiri and Stung Treng Provinces of Cambodia, stigmatisation and discrimination against ethnic minority communities have pushed indigenous peoples outside the reach of the public education system. According to UNESCO, Myanmar allocated just 1.6 percent of its GDP to education in 2010, which had been indicative of generations of underinvestment in the country’s education systems. To date, the Myanmar government does not have the capacity or the infrastructure to reach the most remote communities in rural areas. As for Nepal, scant government investment in education and where schools exist, mismanagement, teacher absenteeism, a lack of parental commitment and the high-cost of school fees, coalesce to put education out of bounds for the most disparate members of society.
The Philippines, Thailand, Cambodia, Lao PDR, Vietnam, Indonesia, Myanmar, Malaysia, and East Timor continue to face challenges in reaching and educating out of school children (OOSC). The EAC-UNESCO Asia Pacific Regional Bureau for Education Strengthening Education Systems for Out of School Children project seeks to enrol and retain 50,000 out of school children in quality primary education programs in the sub-region.
Through the Bale Out of School Children Initiative, EAC and imagine1day International will provide access to quality primary education for 28,599 out of school children.
Through the Expansion Project of Support to the Education of Out of School Children and in partnership with EAC, CARITAS Congo ASBL will provide access to primary education for a total of 46,000 out of school children, and create conditions to significantly reduce the dropout rate in the provinces of Orientale, Equateur, Katanga and Kasai Occidental.
In developing countries, disability tends to be linked with poverty and hinders access to education. It is estimated that 90 per cent of children with disabilities (CwDs) are not schooled. According to UNICEF reporting being identified as disabled has a significant influence on the likelihood of education exclusion in West and Central Africa.
In Somalia, with EAC co-funding, CARE is implementing the Waxbar Caruurtaada project to enrol 30,100 out of school children in primary education. The project works to decrease the educational disparities that exist in Somalia particularly in rural areas where accessing education is a challenge and schools struggle to offer quality education due to low teacher retention and inadequate facilities.