UNGEI Dakar Declaration on Accelerating Girls' Education and Gender Equality

UNGEI Dakar Declaration
Author: UNGEI, 2010
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Dakar Declaration on Accelerating Girls’ Education and Gender Equality

We the participants of the United Nations Girls’ Education Initiative global conference ‘Engendering Empowerment: Education and Equality’, assembled in Dakar in May 2010, call for urgent action in support of girls’ rights to education, gender equality and empowerment opportunities.

The rights of girls and women are guaranteed by the Convention on the Rights of the Child, the Convention on the Elimination of all Forms of Discrimination against Women, the Convention against Discrimination in Education and the Beijing Platform for Action.

In Jomtien in 1990, we established the Education for All Framework; in Dakar in 2000, we strongly endorsed the need for targets for education, especially for girls.

Since then, there has been considerable progress: about 22 million more girls enrolled in primary schools from 1999 to 2007, and gender gaps in primary school enrolments have narrowed in many countries.
Despite the progress that has been made, poor quality of education, extreme poverty, structural inequality and violence against girls continue to jeopardize the achievement of the education- and gender-related Education for All and Millennium Development Goals by 2015.

Powerless and poor girls make up the most disadvantaged group in education. Achieving equity in education will entail putting in place a rights-based empowerment framework that will target the most vulnerable and transform power hierarchies in learning spaces, communities and policy structures in order to give poor and vulnerable girls a voice and ensure that their right to quality education is sustained.

Gender equity is at the centre of transformative, quality education. Attention to the physical, social and academic aspects of multiple learning environments is necessary to enhance opportunities, especially for adolescent girls, and to move beyond basic education. Recognition of teachers as professionals, supported by gender-responsive curricula, is likewise key to ensuring gender equality.

Because poverty is both structural and multidimensional and has differential impacts on girls and women, interventions for girls’ education must cover multiple sectors. Education policies, strategies, plans and budgets must all be gender-responsive.

Gender-based violence remains an obstacle to the full achievement of girls’ rights to education. We call for effective strategies and for enforcement of legislation and policies to ensure safe and secure learning environments for girls. Protective and innovative learning opportunities must also be created for children and young women affected by HIV and AIDS and for those in armed conflict and emergency situations.
We envision a world in which a special initiative for girls’ education is no longer needed – a world in which all girls and boys are empowered through quality education to realize their full potential and contribute to transforming their societies, so that gender equality becomes a reality.

Dakar, Senegal, 20 May 2010


 

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