Beijing Platform for Action. Chapter IV. B. Education and Training of Women – Paragraph 87
Author(s): Scott Douglas Jacobsen
Publication (Outlet/Website): The Good Men Project
Publication Date (yyyy/mm/dd): 2018/10/19
Strategic objective B.5.
Allocate sufficient resources for and monitor the implementation of educational reforms
Actions to be taken
87. By international and intergovernmental organizations, especially the United Nations Educational, Scientific and Cultural Organization, at the global level:
- Contribute to the evaluation of progress achieved, using educational indicators generated by national, regional and international bodies, and urge Governments, in implementing measures, to eliminate differences between women and men and boys and girls with regard to opportunities in education and training and the levels achieved in all fields, particularly in primary and literacy programmes;
- Provide technical assistance upon request to developing countries to strengthen the capacity to monitor progress in closing the gap between women and men in education, training and research, and in levels of achievement in all fields, particularly basic education and the elimination of illiteracy;
- Conduct an international campaign promoting the right of women and girls to education;
- Allocate a substantial percentage of their resources to basic education for women and girls.
Beijing Declaration (1995)
In an examination of this extensive set of stipulations and suggestions in paragraph 87, the thrust or orientation of the Beijing Declaration here is the improved implementation of educational reforms with better allocation of resources.
It does not have to be anything extravagant. But it, certainly, requires a minimum level of recognition about the current, at the time, limitations in the educational provision for girls and women followed by the recognition of a need to change this with educational reforms.
This emerges, continually, in the strategic objectives here. The orientation of strategizing funding options and channels in an effective manner for the benefit of women and men with an emphasis on girls and women.
The urgency in this stipulations is apparent. The implementation of a variety of measures in order to achieve greater progress than prior generations is the emphasis here. The point is to bring more education and training opportunities for the general public.
While also bearing mind, the disproportionate problems of women compared to men in all fields. The basic literacy and primary/basic education programs are emphasized here as well. In the developing countries, one of the big issues is the inclusion go more monitoring, robustly speaking, of the gap in educational achievement.
Note, the emphasis on an international campaign as well. One in which the education of girls and women is encouraged across the board. Something to bring more girls and women into the mainstream educational fold.
Of course, the more women and girls impacted by this in developing countries, then the greater the overall impact. Developed nations, circa 1995 and now, have not achieved compete parity across the board.
However, the developing nations, even in the present, are significantly behind in the equality department. Now, the allocation of a “substantial percentage” is indicative of the importance given to early life education.
The earlier in the young person’s life, then the greater the positive impact on their life prospectives. This becomes non-trivial, impactful, and a long-term benefit for the individual able to garner the early life basic education support.
The problems can start very early in life. Without the appropriate means by which to have a solid basis in life, the pursuit of education and advanced professions in life can be stymied to a significant degree. This is all the more true for girls and women in contrast to boys and mne, as a instituttional and cultural phenomenon for much of the history of the world.
–One can find similar statements in other documents, conventions, declarations and so on, with the subsequent statements of equality or women’s rights:
- The Universal Declaration of Human Rights in the Preamble, Article 16, and Article 25(2).
- Convention Against Discrimination in Education (1960) in Article 1.
- The International Covenant on Economic, Social and Cultural Rights (1966) in Article 3, Article 7, and Article 13.
- International Covenant on Civil and Political Rights (1966).
- Convention on the Elimination of all Forms of Discrimination Against Women (1979).
- Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (1984).
- The Declaration on the Elimination of Discrimination Against Women (1993).
- Beijing Declaration(1995).
- United Nations Security Council Resolution 1325 (2000).
- Protocol to Prevent, Suppress and Punish Trafficking in Persons, especially Women and Children (2000).
- The Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa or the “Maputo Protocol” (2003).
- Council of Europe Convention on preventing and combating violence against women and domestic violence or the Istanbul Convention (2011) Article 38 and Article 39.
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