However, they bemoaned that much more remains to be done to ensure that every child's right to quality education is protected, promoted and fulfilled without discrimination. Aligned with the specific theme of the 2024 Regional World Children’s Day commemorations – 'Educate and Skill the African Child for Posterity' – their unified Call-for-Action drives progress in several crucial areas. This call for action is informed by extensive national consultations involving over 5,000 children across the seven countries, organised amongst their peers with the support of governments and civil society partners. They made a presentation to Heads of State amongst others Duma Boko in Victoria Falls, Zimbabwe over the weekend.
“We, the children from Botswana, Namibia, Malawi, Mozambique, South Africa, Zambia and Zimbabwe, call on our leaders to listen to our voices, include us in decisions that affect us, adopt and implement our solutions, and invest in our present and future,” they emphatically stated. The demands The children’s demands are clear and focused. They are calling on their governments to take concerted action on a number of issues. They demand that all children, including those from disadvantaged backgrounds, have access to quality education by providing financial support and addressing the specific needs of both girls and boys. The children want the curricula to be strengthened and enriched to include practical life skills that enhance daily living and learning, ensuring relevance and meeting the current demands of children. Equally, they demand that quality education needs to be innovative, promoting critical thinking and creativity, with appropriate learning materials and a supportive environment to facilitate practical skills development. They also want governments to consult with children to provide this.
Equally, they demanded that educators should be well-equipped to deliver quality education, making learning fresh and impactful, delivered in environments conducive to learning, including well-equipped labs and libraries. The children also called for equal opportunities in education, including for children with disabilities and those in hard-to-reach areas. They advocated for integrated learning environments that allow students to interact and collaborate with peers with special education needs, rather than segregating them. They also want well-trained and qualified teachers to be employed for better learning outcomes and increasing their salaries and benefits to improve retention is another crucial demand. At the same time, they are demanding the construction of child- and disability-friendly infrastructure, providing sufficient teaching resources, including solar power for uninterrupted learning, and building schools closer to communities or providing transportation for students are also part of their calls to action. They want parents, guardians, and community leaders Involved in creating an inclusive education system is essential to ensure no child is left behind, especially those at risk of dropping out, involved in child labour, from minority groups, or with disabilities.
The children emphasised the need for education that is impactful and useful in the modern and developing world, equipping them with relevant skills to navigate life and transition to the world of work. They called for a curriculum aligned with global standards and emphasise digital literacy by improving ICT infrastructure in all schools.
Expanding and enhancing climate change education programmes, teaching about climate change, the environment, and sustainable practices as core subjects in class and school clubs, is another key demand. The children also stressed the importance of ensuring access to education in safe learning environments, even during emergencies. Children’s pledges In their pledge of commitment, the children expressed their dedication to being responsible citizens, ready to support and work alongside their governments, leaders, parents, and organisations to create a better future for all children in the region. They committed to actively participating in child parliaments, school councils, junior councils, and other forums to voice their ideas about curriculum and school programmes. They will advocate for public libraries and recreational facilities, using these spaces for personal growth and encouraging others to engage in learning, sports, and creative activities. Making schools and communities more inclusive by embracing diversity, offering support, and advocating for accessibility is another commitment.
They also pledge to use technology responsibly and enhance their digital skills by engaging in ICT programmes and sharing knowledge with peers. Additionally, they commit to learning about climate change and adopting sustainable practices, participating in community clean-up efforts and reducing waste. Finally, they promise to make their classrooms more collaborative, helping teachers and supporting peers to foster a culture of mutual respect and encouragement to overcome challenges together.
