HRC Summary - Togo
Several points of the summary deal with the access to education, in particular regarding persons with disabilities and girls.
12. CNDH notes that despite the existence of a legal framework for the protection of persons with disabilities, affected individuals continue to face difficulties, particularly in terms of limited access to education, inaccessibility of most public buildings for persons with physical disabilities, and a lack of care facilities for persons with mental disabilities. 17 CNDH recommends that Togo facilitate access for persons with disabilities to education and employment. 1
45. CNDH reports that, despite Government and civil society organizations’ efforts to raise public awareness of the issue, there is still a problem of low birth registration rates. IIMA notes that this affects the right to education.
66. ICCB reports that the rights to education and to vocational training are enshrined in the Constitution and in the Children’s Code. Education is mandatory for children of both sexes until the age of 15. ICCB also notes that the abolition of tuition fees for preschools and primary schools has resulted in an increased enrolment rate, which in turn has led to an increase in the education budget.IIMA notes the adoption in 2009 of a sectoral policy declaration on education (DPSE) and in 2010 of a sectoral plan for education (PSE), which both set ambitious goals to be attained by 2020 in the field of education.
67. ICCB notes that there are still many obstacles to attaining Millennium Development Goal 2 by 2015. They include very low levels of access to preschool education, high dropout rates, insufficiently adapted textbooks, lack of textbooks, poorly trained teachers, use of volunteers as teachers, insufficient Government monitoring and guidelines, limited school infrastructure, poor sanitary conditions, child exploitation, and the lack of school cafeterias.IIMA reports similar findings.
68. ICCB recommends that Togo increase the national education budget, implement the main recommendations of the national education policy adopted in 2008, ensure better monitoring and guidance for schools, undertake flexible and proactive practical measures and provide adequate funding to organize primary and secondary school education and ensure that it is free.
69. IIMA also notes that sociocultural and economic factors result in discrimination against young girls in education. IIMA recommends that Togo take the necessary measures to promote girls’ emancipation in the collective mentality to give them the same opportunities as men in education, work and society.
70. OSC reports that children with disabilities have difficulty getting into school buildings and accessing work tools, and also reports that there are no appropriate educational facilities for students with hearing or visual impairments. IIMA reports similar findings, adding that some beliefs made parents reluctant to send their disabled children to school.
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