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Appendices

Appendix I. List of Forty-nine Least Developed Countries

Appendix II. Global Gender Inequality

Appendix III. Lists of Conventions, Charters, and Declarations relevant to giving the child the right to a free and basic education.

Appendix IV. Web Based Learning Environment Assessment Rubric

Appendix V. Framework of Concrete Solutions and Methodologies

Appendix VI. Critical Thinking

Appendix VII. Lists of Statistics

Appendix VIII. United Nations Economic Commission for Africa (ECA) list of findings

IX  References

Appendix I. List of Forty-nine Least Developed Countries

Under-Five mortality rankings (Bold number) out of 189 countries

Source: The State of the World’s Children 2000 http://www.unicef.org/sowc00/stat2.htm

 Appendix II. Global Gender Inequality

• Women are under represented in international and national decision and policy-making bodies and adult women have not yet achieved the right to vote in all countries. There were only 24 women that have been elected heads of state. In 1994, there are 10 women head of states the highest in history. Yet women still do not occupy senior positions in the United Nations, such as serving in international peace and security, peacekeeping, disarmament, trade, investment or economic development.
• 1995 Human Development Report prepared by UN Development Program—Poverty emerged as "a markedly feminine phenomenon throughout the world" Women are an overwhelming majority out of 1 billion people living in abject poverty.
• States with crippling debt and undergoing internationally prescribed structural adjustment programs have reduced social expenditures and transferred social responsibilities to individuals, with disproportionately adverse impact on women. So, women earn less for comparable work. Another effect is that women are still barred from certain forms of lucrative employment. It is still true that women perform much of their work in the unpaid private sector including the rural sector. When women accept jobs it is with little security.
• Ownership and access to land, resources, capital and technology are barred by, legal barriers, including customary law.
• Literacy rates worldwide are improving in all regions, but out of 960 million illiterate adults 2/3 are women. According to USAID in 2000 there is 130 million children of school age world wide with out access to education 73 million are girls with no access to primary and secondary education. (Symposium: 2000, 48)
• Female infanticide and selective abortion of female fetuses have led to the claim that over 100 million women are missing. Added to these tragedy 80 million women worldwide are subject to female genital surgery. Women have little control over their bodies as HIV/Aids and Malnutrition affects millions of women in Africa alone.
• 80 per cent of the worlds’ refugees and displaced persons estimated by UNHCR to be women and children.
• Violence against women according to the UN Special Rapporteur is located in three sites—the home, community and the state.

Source: (Hurrell: 1994, 96-97)

List of Conventions and International standards that guarantee the right of women not to be discriminated against on the basis of their sex.

1. United Nations Charter. 1945 Article 1(3) Article 13 Articles 8, 55, 56, 60, 62-68 & 76. Also articulated the principle of non-discrimination.
2. Universal Declaration on Human Rights. Article 1 & 2
3. International Covenant on Civil & Political Rights. Article 2
4. International Covenant on Economic, Social, and Cultural Rights. Article 3
5. Convention concerning the Equal Remuneration for Men & Women Workers for Work & Equal Value.
6. Discrimination (Employment & Occupation Convention)
7. UNESCO Convention on Discrimination in Employment
8. European Convention on Human Rights. Article 14
9. Inter American Convention on Human Rights. Article 1
10. African Charter on Human Rights. Article 2
11. Fourth Geneva Convention. Article 27
12. Beijing’s Fourth World Conference on Women in 1995 Declaration 27
13. The Convention on the Elimination of all Forms of Discrimination against Women. 1979

Source: (Twenty-Five Human Rights Documents: 1994)

1. Convention on the Rights of the Child. Article 28 and Article 29.
2. Universal Declaration of Human Rights. Article (26) 1.2
3. International Covenant on Economic, Social and Cultural Rights. Article 13 (2) a.
4. International Convention on the Elimination of all forms of Racial Discrimination. Article 5 (e) v
5. Convention on the Elimination of all Forms of Discrimination against women. Article 10 (a-h)
6. Convention relating to the Status of Refugees. Article 22 1,2
7. Declaration on the Elimination of all Forms of Intolerance and of Discrimination based on Religion or Belief. Article 5 (3)(4)(5)
8. The International Labor Organization Convention concerning Indigenous and Tribal peoples in independent Countries Article 28 (1) Article 29
9. Standard Minimum Rules for the treatment of Prisoners. Article 77 (1)
10. The African Charter on Human and Peoples Rights. Article 17 (1)
11. American Convention on Human rights. Article 19
12. European Social Charter. Article 7 (3)
13. The Cairo Declaration on Human Rights in Islam. Article 9 (a) (b)
14. American Declaration of the Rights and Duties on Man. Article 12
15. UNESCO Convention Against Discrimination in Education (1960) Article 4 Article 5

Source: (Twenty-Five Human Rights Documents: 1994)

Additional List of Resolutions and Conferences, Declarations, Conventions, Summits, concerned that girls continue to suffer the discrimination and neglect that can initiate a lifelong downward spiral of deprivation, education and exclusion from the social mainstream.

Resolutions: 50/42 of 8 December 1995, 50/154 of 21 of December 1995, 50/203 of 22 December 1995 and 51/76 of 12 December 1996.

Resolution adopted by the General Assembly [on the report of the Third Committee (A/52/640/)] 52/106 The Girl Child Feb 11, 1998 United Nations

• Beijing Declaration 1995 and the Platform for Action of the Fourth World Conference on Women.

• The Copenhagen Declaration on Social Development and the Program of Action on the World Summit for Social Development.
• Program of Action of the International Conference on Population and Development.
• Vienna Declaration and Program of Action of the World Conference on Human Rights, 14-25 June 1993.
• Plan of Action for Implementing the World Declaration on the Survival, Protection and Development of Children in the 1990’s of the World Summit for Children, New York 29-30 September 1990.
• World Declaration on Education for All and the Framework for Action to Meet Basic Learning Needs adopted at the World Conference on Education for All.
• Declaration and Agenda for Action of the World Congress against Commercial Sexual Exploitation of Children, Stockholm 27-31 August 1996.
• International Conference on Human Rights in Education, Victoria BC August 18-22 2001.

Source: (Yansane: 1996, 30-31)

Problem Solving: Assessment Rubric

Name:______________________ Date:______________________

Project Title:____________________________________________

Essential Question:______________________________________

 

Assessment Rubric (Refer to link on web site for additional Assessment rubric models) http://school.discovery.com/schrockguide/assess.html Kathy Schrock’s Assessment Rubrics

Appendix V. Framework of Concrete Solutions and Methodologies

• Student-centered teaching through use of Internet and collaborative learning. Providing access to materials in all formats.
• Creation of parent-teacher associations based on the United States model and facilitated by community based organizations.
• Sex Stereotyping removed from curriculum and textbooks. National standards and frameworks to guide local, national, regional, and international publishers.
• National and International standards in Multicultural education. Specific teaching based on the international legal frameworks.
• Teacher training to encourage girls educational participation. Staff development for technology and teaching methodologies introducing new teaching methods for collaborative learning, student centered learning focused on critical thinking problem solving for real- world problems.
• More women teachers trained and jobs made available Teacher education Centers and accredited schools to develop more women to teach.
• Gender focus awareness training for all-i.e. HIV/AIDS. Coordination with WHO and Doctors without Borders to come in and give seminars.
• Increased access to technology (Internet) with appropriate training for direct benefit of the poor. Cooperation with micro-lenders i.e. Grameen Bank.
• Scholarships in the developed world for girls to attend University and higher learning institutions.
• Increased access to literature, music, arts, and film to promote opportunity and awareness. This is available through the Internet web-site.
• Coordination of grassroots organizing by teachers and students in the developed world i.e. Peace Corp, WHO, Grameen Bank, International Monetary Fund, World Bank, Non Governmental Organization’s, UNICEF, development agencies & Non-Profit organizations, to pool resources and focus on poverty alleviation and girl education.
• Introduction and the International, Regional, National level of organizations where men are in power and introduce training and awareness programs based on international documents and conventions their country have already ratified.
• Identify and reallocate educational funding in order to create sustainable economic and educational growth for girls.
• Teacher and student exchange programs from all over the world to expand on programs that now exist between developed countries.
• Training teachers in gender equality sensitivity is mandatory and easily provided through the web-site links.
• Parent involvement in the schools through child-parent shared learning opportunities on the web.
• Involvement of Multi National Corporations through research on the web-site in the country they are investing in order to make a contribution of a percentage of their profits to education programs.
• Long distance learning projects on the Internet to reach teachers, elite to promote dialogues and changes.
• Education literacy training to include, emotional, health, agricultural, economic, problem solving skills, and marketing and management literacy for all children primary and secondary.
• Childcare programs that foster and supports local traditional practices of women at home that are retired to care for the young mothers and girls.
• Coordination of Work and all school policies and programs in order to allow for income flow to very poor families.
• Adult education programs for women and adolescent girls.
• Adult education programs at factories and at all industries.
• Life long learning programs for girls and women can be promoted on Internet.
• Education programs for boys for gender sensitization is badly needed.
• Sex education programs designed to eliminate sexual harassment and sexual diseases.
• Systems put into place to ensure girl safety traveling to and from school from rape and sexual violence. This prevents girls from attending school.
• Use of world media to launch public awareness campaigns targeted to the promotion of girl friendly schools. A global wide Internet wide Promotion Campaign.
• Children through use of Internet sites begin sharing resources and ideas and communication between classrooms all over the world. Where there is technology in place programs that foster classroom to classroom should be emphasized.
• Education policies to ensure schools become relevant in the teaching of real world issues.
• Involvement of children world wide through Internet. And with the Program "Adopt a School" where one school in the developed world shares resources with a school in a developing country.
• Community centered schools where design of school incorporates the needs of the community and is used for both needs of the community, library and village meeting.
• Relevant assessment and standard exams to allow for the educational process to continue the Bottom Up approach for communities to take charge of changes in educational system.
• Increase the role of Non Governmental Organization’s and civil society so that the resources invested are meeting poor peoples need for social cultural and economic well being.
• Building connections between the poor-Non Governmental Organizations’ and the Community at the national level to ensure that the limited resources will be applied to do the most good.
• Involve Women and girls in the community decision making in an education committee.
• Another solution identifies and reallocates funding in order create sustainable economic and educational growth for girls.

Additional Methodologies to help foster change

• Brainstorm: ideas to bring the issue of the plight of the girl child in education to organizations that support children’s’ causes, or are organized for children.
• Collaborative Teams: to organize local schools to get involve and link with schools in the developing world with support of information, books and technology.
• Case Study: Write paper and submit to Newsrooms, Journals, and Newspapers.
• Debate: in parent-teacher meetings, town hall, on the Internet.
• Drama: Have school plays that tell the story of the girl child. Invite local dignitaries.
• Campaign to write: letters to Non governmental Organization’s to offer support and to volunteer.
• Linkage of schools districts: with like minded districts through the Internet.
• Annual UNICEF day: to promote awareness and to teach the Convention on the Rights of the Child. Use Halloween as a time for collection for funds for UNICEF.
• Incorporate a human rights curriculum: into the Social Studies Framework.
• Field day outings: where children visit orphans and children of need.
• Poster Campaign: and present it to the City Hall.
• Adopt a child campaign: every child or classroom links through the Internet with another classroom in a country less fortunate that the one they live in as determined as a developing country by the United Nations

Source: Richard Pierre Claude Professor Emeritus University of Maryland (www.pdhre.org/materials/methodologies.html)

Knowledge: To know something means to have a fact or bit of information at your disposal. For example we know the theory of relativity is E=MC2 without having any idea of how to use this equation.

Comprehension: To comprehend a fact of piece of information is to understand what it means. For example we might understand that E=MC2 is a formula that…

Application: To apply information means to find some practical use for it. How can we put Einstein’s theory of relativity to use?

Analysis: To analyze means to break down information into the sum of its parts and to see how those parts work together. For example we need to understand that Energy, and Mass, and Speed of Light and how they all work together before we can understand precisely how and if the theory works.

Synthesis: To synthesize means to take knowledge you have and connect it with other knowledge. For example how we can understand the theory of relativity in relationship to other theories?

Evaluation: To evaluate means to be able to judge. Is this information useful or not? We might ask these questions of the theory of relativity, its applications and so on.

Source: (http://www.dartmouth.edu/~compose/faculty/pedagogies/thinking.html)

Source: (ToolKit Michael Eisenberg & Bob Berkowitz 1987)

Source: BigSix ToolKit The Curriculum Resource (http://www.bigsix.org)

Appendix VII. Lists of Statistics

• 12 million children under the age of five die every year, mostly of easily preventable causes. (That is an average of One million children a month, or 33,333 children everyday)
• One in five children in the United States of America live in poverty.
• 130 million children in developing countries are not in primary school-the majority (two-thirds) are girl children.
• 160 million children are severely or moderately malnourished.
• 1.4 billion people lack access to safe water-1.7 billion lack adequate sanitation. (children make up this figure)
• Some nation-states (including the United States, Texas) are moving increasingly toward punitive systems of juvenile justice.
• Many children languish in orphanages and denied health care and education.
• 250 million children are engaged in some form of labor.
• 300,000 children serve as child solders last year. Many are maimed and many more have been forced to maim others.
• Aids have inflicted millions of children. (World Health Organization)
• 2 million girls annually are faced with traditional sexual mutilation.

(UNICEF, 1999)

Source: Http://www.UNICEF.org

Appendix VIII. United Nations Economic Commission for Africa (ECA) list of findings

• 7 out of 10 Africans were either destitute or on the verge of poverty in 1980
• Population grew between 1960-1980 at an annual rate of 2.9 per cent ending at 439 million by 2008, the figure could reach 1.1 billion.
• Africa is least industrialized region in the world.
• 90 per cent of all capital goods needed for development with still be imported in 2008.
• 77 million Africans unemployed or underemployed in the countryside. In 2008 that figure could rise to 250 million.
• ECA says that the hospitals, mental institutions and prisons would need to expand to counter the social and psychological effects of mass under employment.
• Average family of four would only have a hectare (2.4 acres) due to 44 per cent of Africa subject to drought and deserts encroaching on agricultural land of up to 70,000 sq. kilometers or 27,000 sq. miles a year.
• Rural areas 57 per cent of Africa will now have incomes that would drop to an almost negligible level with the cost of goods and services.

Source: (Yansane: 1996, 30-31)

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• Promoting Instruction, Discussion and Debate on the Human Rights of Children in the Americas for Professionals and Policy Makers,  Http://childrightseducation.org/english/icrei-report.html

• The Scout Report, http://www.scout.cs.wisc.edu/report/sr/criteria.html.

• U.S. Department of Education 2000, "e-learning: The National Educational Technology Plan, http://www.ed.gov

• U.S. Department of Education 1997, Comprehensive School Reform Demonstration Program: Raising student achievement through research-based reforms that strengthen the entire school, http://www.ed.gov

• U.S. Department of Education Goals 2000, http://www.ed.gov

• The National Educational Technology Plan,Http://www.ed.gov

• National Education Technology Standards, http://cnets.iste.org/

• Paulo Freire and Informal Education, http://www.infed.org/thinkerslet_freir.htm

• United Nations High Commissioner for Human Rights, http://www.unhchr.ch/tbs/doc.nsf/(symbol)/crc+general+comment+1.en?opendocument

• The Progress of Nations, http://www.unicef.org

• Document Number A/RES/5-24/2, http://infoweb.newsbank.com

• Assessment Rubrics Criteria, http://depts.washington.edu/ncate/exhibitroom/evaluations/assess/tradition.html

• Kathy Schrock’s Guide for Educators, http://school.discovery.com/schrockguide/assess.html

• Education: Gender Gap and economics, National Education Association http://www.nea.org/interntl/womengirls/gendergap.html

• Oxfam International Policy Paper, Debt Relief and Poverty Reduction: Meeting the Challenge, Unicef/Oxfam International Policy Position Paper, http://oxfam.org/advocacy/papers/debtchallenge.htm

Journal/Report

• American Association of School Librarians and Association for Educational Communications and Technology, Information Power, Chicago, American Library Association, 1998

• Aaddis Ababa, UN Economic Commission for Africa, ECA and Africa’s Development 1983-2008, A Preliminary Perspective Study, 1983

• Dr. Christopher Cook, New Skills for a New Century: Using the curriculum resource connections to support systemic reform, Chicago, The Curriculum Resource Inc. 2001

• Dr. Philip Cook, An International Capacity Building Institute Promoting Instruction, Discussion and Debate and the Human Rights of Children in the Americas for Professional and Policy Makers, University of Victoria, Canada, Canadian International Development Agency, August 12-19 2000

• Mahmood Hasan Kahan, Economic Issues 26: Rural Poverty in Developing Countries. Implications for Public Policy, Washington D.C. International Monetary Fund, 2001

• Packard Report, Children and Computer Technology: Analysis and Recommendations, The Future of Children , vol. 10, issue 2, pages 4-31, 2000

• The South Commission, The Challenge to the South: The Report of South Commission, Oxford: Oxford University Press, 1990

• United Nations UNICEF Children’s Fund: Emerging Issues for Children in the Twenty-First Century A/AC/E/ICEF/2000/13 Preparatory Committee for the Special Session of the General Assembly for Follow-up to the World Summit for Children in 2001, New York, March 31, 2000

• World Bank, World Development Report, Infrastructure for Development, 1994

Wesley Gibbings, "Education Dominates Summit Agenda" Inter Press Service April 17, 1998