卧龙岗Essay代写:受教育权

2017-05-02 00:10

受教育权被提上国际社会的议事日程。它在众多人权条约中得到肯定，并被各国政府视为追求发展和社会转型的关键。这一认识体现在过去20年中的国际目标、战略和目标。所有的教育目标是建立在Jomtien（泰国）1990、重申在2000世界教育论坛在达喀尔（塞内加尔）。在2000成立的千年发展目标中，世界各国政府致力于实现普及、质量和义务初等教育2015。在“世界适合儿童”，结果文件从联合国大会2002儿童特别会议，与会各国政府重申这些承诺，并同意采取一系列战略和行动，以实现他们。在许多地区建立了更加雄心勃勃的目标。（联合国儿童基金会、联合国教科文组织2007）。在尼日利亚，政府做了女生教育优先的战略计划又在2005-2007年因其对人类发展等方面的巨大影响。如2003及一年后女童教育计划加速推行女童教育策略，各项措施均已展开。所有这些计划都是为了实现这一目标，通过提高女孩的生活质量在尼日利亚通过合作的方式，女孩的教育。该项目采取跨部门的方法，包括在健康，水和卫生和创收活动领域的干预措施。它集中在六个北方州，许多女孩不上学，许多辍学在早期年龄。即使记录的统计数字表明，在学校的女孩人数的积极变化，但总体而言，该计划未能达到千年的目标，减少男孩和女孩的教育之间的差距不迟于2015（联合国儿童基金会2007）。.
卧龙岗Essay代写:受教育权
The right to education is high on the agenda of the international community. It is affirmed in numerous human rights treaties and recognized by governments as pivotal in the pursuit of development and social transformation. This recognition is exemplified in the international goals, strategies, and targets that have been set during the past 20 years. The Education for All goals were established at Jomtien (Thailand) in 1990 and reaffirmed at the 2000 World Education Forum in Dakar (Senegal). In the Millennium Development Goals, established in 2000, the Worlds' governments committed to achieving universal access to free, quality and compulsory primary education by 2015. In "A World Fit for Children", the outcome document from the United Nations General Assembly Special Session on Children in 2002, participating governments reaffirmed these commitments and agreed to a range of strategies and actions to achieve them. More ambitious targets have been established in many regions. (Unicef/Unesco 2007).In Nigeria, the government made girls' education a priority again in its' strategic plan for 2005-2007 because of its' tremendous impact on other aspects of human development. Various initiatives were launched like the strategy for the acceleration of girls' education in 2003 and a year later Girls' education project. All of these programs were set to achieve this through improving the quality of life of girls in Nigeria by a collaborative approach to girls' education. The project takes an inter-sectoral approach, including interventions in the fields of health, water and sanitation and income generation activities. It focuses on six Northern states where many girls do not go to school at all and many drop out at an early age. Even though the recorded statistic of the program indicates a positive change in the number of girls that now attend school but overall the program have failed to reach the millennium goal target of reducing the disparity between the boys' and girls' education not later than 2015.(Unicef 2007).