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Schooling Rights in Ethiopia

There is no denying the fact that the indispensable rights of the offspring of Ethiopia necessitate to be reinforced by UN charter, which envisages that a child should be protected in an appropriate manner. The hierarchical rights are being ignored every times as they are found homeless, hearth less and begging from door to door and underprivileged from the right of some how survival on earth. They should be given proper rights like food, shelter and clothing and afterwards they should be considered as a good citizen of the country for which education is expected for them. Ethiopia is a poverty based country and as they are found lagging behind, not only that they become workers at the age of 5 or 6 and they think to help their parents and thus irrespective of men, women and children being illiterate, they lose their energy in doing so. In respect of socio- economic condition, every Ethiopians have fundamental rights to be educated properly and ideally.

The UNESCO Team is working on the education right of Ethiopia where human rights are being neglected every time; they are carrying out research work for their socio-economic development. In the first step, they are trying to educate them by way of basic and primary education, secondary education and professional based technical education. So that they can build themselves like the best citizen of their countries. The objective of improving the quality of education is important even in situations of emergency and crisis, to meet the psycho-social and developmental needs of war-affected students, and help the nationalities is the backbone of building a better future for their own societies. There is a need to build up a multidisciplinary network of researchers who study the ways in which education has sometimes contributed to the outbreak of violent conflict and the ways in which education can prevent such conflict or its reappearance specifically for the people of Ethiopia. In Ethiopia the socio-economic condition as has been developed today, the shortage of education is a major cause of poverty, at personal and societal level, and poverty is likewise a major reason why children fail to enroll in school or quickly drop out. The situation is motivated in terms of crisis and instability. Poor families often give priority to boys’ education, as possibly increasing future family income, but many boys from poor families themselves have to drop out of school to earn income. UNESCO identifies, and disseminates information on ways in which crisis-affected communities have managed to help children of Ethiopia from poor families to participate in schooling; and to alleviate poverty through non-formal education and skills training, including self-employment and micro-financing systems has been intensively geared up presently in a systematic manner.

After an emergency, the initial ladders towards renovation of schooling are often adopted by community groups. Teachers, youth and adult educators are being drawn from the community, providing psycho-social benefits to the learners and to the community as a whole. It is a fact that the capacity-building for the community’s role in school management should begin with in-service training of teachers and training of school management committees, from the earliest stage of the emergency. Secondary education will play an increasing part in emergency education programmes, since lower secondary education is now widely recognized as an integral part of effective basic education (especially so in print-poor environments, where children study in a language which is often not their mother tongue, and where reversion to illiteracy is a constant threat for primary school graduates). Urgent needs include funding to cover school reconstruction, textbooks, supplies and equipment, including science and sports equipment, and payment for teachers.

Employment opportunities are often very limited in emergency situations. Hence it is important to carefully assess the fields of technical and vocational study that should be supported in emergency education programmes. In post-conflict situations, there is often scope for skilled employment in construction and other sectors. A combination of institution-based training and work-place training is desirable.

“UNESCO needs to endow with leadership and local capacity-building in situations of crisis and reconstruction in the fields below:

(I) educational planning, management and administration, including the coordination of international assistance;
(ii) strengthening and reorientation of the formal education system, notably curriculum, textbooks and examinations;
(iii) in-service and pre-service teacher training;
(iv) non-formal education and activities for out-of-school children, youth and adults, especially at-risk groups; and,
(v) in some circumstances, physical infrastructure and education equipment in collaboration with concerned partners for the sake of the people of Ethiopia.”

In view of the above that UNESCO should include crisis-affected communities in innovative development programmes, and recommend similar measures to multilateral, bilateral and non-governmental agencies working in this area. Rehabilitation of universities and teacher-training institutes is a key area for UNESCO support, and can play a crucial role in harnessing the energies and talents of educated youth and academics to promote national renewal and a new vision for society. Innovative approaches need to be explored to increase outreach, including distance education programmes, especially for acknowledging teachers gained competence and upgrading them quickly in the perspective of reconstruction and thus the education rights to Ethiopia should be established as a tentative flow.

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Other highly ranked business schools in California include the University of California, Berkeley – Haas School of Business, the University of California, Los Angeles – Anderson School of Management, the University of Southern California’s Marshall School of Business, and the University of California, Davis.