The International Day of the African Child (DAC) is celebrated annually on June 16, initiated by the Organization of African Unity (OAU) in 1991. It honors the participants of the 1976 Soweto Uprising and highlights the ongoing need for educational improvement for African children.
On June 16, 1976, around ten thousand black school children in Soweto, South Africa, protested poor education and demanded instruction in their language. The protest turned tragic when hundreds of students were shot, resulting in over a hundred deaths and more than a thousand injuries over the following weeks.
APHRC is inspired by these brave children of Africa and is dedicated to improving access to quality education for all children. This commitment echoes this year’s DAC theme, “Education for all children in Africa: the time is now.”
APHRC’s Commitment to Educational Improvement
A study conducted in Nairobi, Kenya, showed that while primary education is free in government schools, many underprivileged children cannot access quality education. Government schools in informal settlements are often overcrowded and under-resourced, leading families to prefer low-cost private schools (LCPs) that fail to provide quality education. APHRC data shows that over 60% of primary school-age children living in these areas attend low-cost private schools due to distance, safety, and flexible schedules. This statistic reflects not just a choice but a stark necessity for families grappling with complex decisions. When families weigh the options between government schools and LCPS, they are confronted with many factors, including proximity, affordability, educational quality, and household obligations. This data underscores the profound impact of socioeconomic circumstances on educational access and highlights the urgent need for targeted interventions to address disparities in educational opportunities. There is an opportunity to respond to this need, such as providing government-sponsored transport for children to government schools that can accommodate the pupils.
Addressing Childcare Quality
Beyond education, there is a critical need to improve the quality of childcare for young children. Many women of childbearing age work to either complement or supplement household income, making paid childcare necessary, especially for children under three who are not yet in formal education. In response to the need, numerous informal childcare centers have emerged, but these often fail to meet quality standards of nutrition, health, safety and security, responsive caregiving, and early learning as spelled out in the nurturing care framework.
The nutrition provided in the centers is inadequate in quantity and quality. The health of the children is compromised due to crowded environments lacking proper water, sanitation, and hygiene facilities. The childcare centers are being run in poorly constructed buildings with safety hazards. High child-to-caregiver ratios (averaging 22:1) prevent effective caregiving and limit early learning opportunities due to understaffing and lack of training and resources. For children under three to reach their full potential, they need quality early childhood care. Improving childcare quality in informal settlements is vital for children’s health and development and the productivity of working mothers. By addressing these challenges through targeted policy interventions and community engagement, significant progress can be made in providing safe, nurturing, and stimulating environments for young children, thus making them ready for formal education.
In conclusion, the diversity of children in Africa, encompassing various cultural, socioeconomic, and geographical backgrounds, underlines the complexity and urgency of addressing their needs comprehensively. This diversity necessitates tailored approaches that consider the unique challenges faced by children in different regions and communities. In this context, evidence-informed decision-making ensures policies are grounded in accurate, up-to-date data and best practices. By leveraging robust evidence, policymakers can design and implement strategies that are both effective and equitable, thereby directly addressing the root causes of issues such as poverty, education disparities, and health inequities. Ultimately, this approach not only changes the immediate circumstances of children but also sets the foundation for sustainable improvement in their lives, empowering them to realize their full potential and contribute meaningfully to their communities and societies.