IBON International, IBON Institute for International Development
Rights and development confluence at the point of education. Primary education, in particular, lays down the foundation for fundamental rights, freedoms and social development. Motivated by the international Development Partnership (DP) in the last one-and-half-decade, South Asian states have been making tall claims to ensure Education For All (EFA) along with the technical and physical facilities to ensure education as universal, equitable and accessible. To achieve the said goals, international development partnership, mainly Department for International Development (DfID), Asian Development Bank (DB), European Union (EU), World Bank and UNICEF have been pledging millions of dollars to improve the vital literacy indicators accompanied with the principle of ‘education as a fundamental right’ and a ‘prerequisite for a country’s socio-economic development’. Both formal and non-formal education/literacy programmes have been launched to accomplish the goals and targets set-forth in MDGs, and SDGs in the continuum. How far these goals have been achieved so far? Was conventional paradigm of education discarded or transformed to correspond with the four principles of education i.e. availability, accessibility, acceptability and adaptability that help realize objectivity, equality and democratic plurality through education?
Pakistan and Bangladesh also receive millions of dollars in development cooperation to enhance their primary education sector and outcomes. What are the successes and failures need scrutiny. Assessment of the role of NGOs and Civil Society in promoting rights-based education is also relevant. Bangladesh and Pakistan hold much in common and common past in relation to their educational culture and constrains. Their policies, programmes and outcomes need to be investigated from human-rights perspectives to encourage or extend critical recommendations for future. Successful means, partnership models and modalities are also highlighted.