*************************************************************************** The electronic version of this document has been prepared at the Fourth World Conference on Women by the United Nations Development Programme (UNDP) in collaboration with the United Nations Fourth World Conference on Women Secretariat. *************************************************************************** AS WRITTEN Statement by Education International to 4th World Conference on the Status of Women. Madame Chairperson, Education International is an organization representing 25 million teachers and education workers in 156 countries throughout, the world, We are proud to have a woman as President of our organization and had hoped she would address this conference on our behalf. Unfortunately she was refused a visa despite having the same documents as all the other members of our delegation. Education International is pleased to report progress in many of our national member organizations in having women elected to decisionmaking positions at the highest levels of organizations. At our Congress held in July, 1995 women were elected to 11 of 21 positions on the Executive Board. Unfortunately we cannot report the same progress within the education systems. Schools and Ministries of Education are staffed by women and administered by men. The percentage of women in positions of added responsibility diminish the higher the position in the hierarchy. The message given to children the minute they enter the education system is that men manage and administer and that women work for them. If ever there was a need for affirmative action it is in this domain. Every section of the Platform of Action to be adopted at this Conference stresses the need for education if significant change is to be achieved. Whether the subject is poverty, opportunities, illiteracy, scientific and technological training , health issues., the root causes of violence against women, peaceful methods of conflict resolution or human rights education the platform stresses that education is essential. We, as teachers, welcome and support these initiatives and we have long since recognized the need for a special focus on the girl child. We should not deny any child their right to an education as outlined in the Universal Declaration of Human Rights. We certainly should not deny that right to a child because she is born female. Free education at least at the primary level for all children is a human right still denied to too many children and in particular to girls. Education International is concerned however that the commitments to ensure the financing of education are not commensurate with the requirements outlined. Why must education be the poor child when governments set priorities? Why must education be the department that has to search for additional funds from the private sector and from foundations? Why must education be required to raise the additional funds required to guarantee girls equality of educational opportunity? Will the private sector be prepared to fund education opportunities for girls who live in rural areas or from indigenous populations? The investment of private funds in education raises questions of policy and curriculum development and planning. Clear directions from governments are essential if primary and secondary school students are not to be left vulnerable to advertising and promotion in schools. At the tertiary level, private sector funding may be available for scientific and technical research but research in the areas that deal with human behavior and knowledge will remain greatly underfunded if we are to depend on private sector funds. The implications for autonomy in the tertiary institutions can be severely compromised if private investment in education is not governed by policies that maintain the autonomy and academic freedom of schools and universities. While Education International fully supports the efforts proposed to provide primary education for all, and the special efforts that must be made on behalf of the girls, we are concerned by the weakness of the platform that deals with education funding. How do developing countries whose education budgets have been decimated by structural adjustment programmes restructure? There is no room left in many budgets to make significant changes. Debt swop programmes that would allow governments to use a high percentage of the funds currently paid to industrialized countries to increase their commitment to education would be a step in the right direction, this would allow developing countries to move forward and not be faced with a situation whereby even the best efforts of the government do not result in sustainable progress. Madame Chairperson, the promotion of human rights through education is fundamental to the work of Education International. It is our firm belief that human rights are universal, inalienable and indivisible. v5 For us there is not, nor can there be, any questionh to whom such rights apply. By virtue of our humanity universal human rights are our birthright. Some may try to deny us such rights because we are women. It may take some a little longer to achieve them than others but no one should believe that we shall not attain them. They are ours by right. We hope that this will be the last UN Conference where this issue is debated. In closing Madame Chairperson, Education International wishes to add its voice to those who condemn the testing of nuclear weapons wherever it takes place. Countries that show such disregard for the wishes of the citizens of this planet, who have made it abundantly clear that such testing must stop, will be judged harshly by history. What benefits could be provided to the girls and women whose lives we wish to improve if the funds from such testing were directed to, promote their interests and development. Education International is committed to continuing our work to equality, development and peace. As teachers and educational workers we can reach into cities and villages throughout the world to do our part to make the implementation of this platform of action a reality.