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In the highlight of last week's Global Education Action Week, more than 7.5 million people attended class simultaneously around the world to "study" the state of education in their country.
According to Global Campaign for Education, the most active country was Bangladesh, where around 2.5 million took part. Millions also took part in Vietnam.
In World Vision project areas, schools, teachers and community groups were encouraged to take part in this record-breaking event.
In many schools, roles were reversed, with parents, teachers and government officials taking desks while the children presented lessons on the state of their education rights.
In Vietnam, World Vision joined a coalition of NGOs to support a national event in Hanoi, where students delivered a clear message to politicians and dignitaries about exclusion.
At the same time, around 73,000 students, parents and teachers from 126 schools in World Vision programme areas presented their own version of the "World's Biggest Lesson". Many of those taking part were children from poor or ethnic minority communities or children with disabilities.
Up to 120,000 lower and senior secondary students dropped out of school last year in Vietnam, according to the Ministry of Education and Training. Family poverty, natural disasters and poor roads to school were some of the reasons attributed to this statistic.
In Indonesia, World Vision brought the focus onto pre-school education with a seminar on the importance of early childhood care and development, attended by local and national NGOs, religious associations, community members and state authorities.
At the end of 2006, The Education Ministry of Republic Indonesia reported that only 43 percent out of around 28 million children aged 0-6 were receiving formal or non-formal pre-school lessons.
UNESCO figures indicate that Indonesia's rate of participation in education for children under 8 is the lowest in the world.
The majority of children missing out are living in remote communities far from Indonesia's hubs of wealth. According to Grace Hukom, World Vision Indonesia's Ministry Quality Support Director, these communities can address the issue of education without losing their own traditions and customs.
"The truth is that the communities we work with in remote areas have their own potentials, resources and local wisdoms to implement early childhood care and education for their children, if their capacity is strengthened, to meet both local context and universal human rights values," said Mrs Hukom in her opening speech.
In the Philippines, World Vision invited child labourers to take the class in Cebu City. Children who had attended non-formal schools through World Vision's ABK (Education for Children's Future) initiative turned up to have their say, along with staff and representatives of the Department of Education.
National statistics estimate that around 4 million Filipino children aged 5-17 are working, more than half of them in hazardous situations or jobs that the ILO considers "worst forms of child labour": sugarcane plantations, pyrotechnic production, mining/quarrying, deep-sea fishing, domestic work, and commercial sexual exploitation.
Overall, more than 11 million Filipinos aged 6-24 are out of school. Over 5 million are completely illiterate. While child labour in poor communities is one reason for this, the situation has been worsened by armed conflicts that have forced more than 300,000 children to quit school. Thousand of others, particularly indigenous Filipinos living in remote and upland communities, do not have access to education at all.
"We're calling on all the Filipinos, especially the political leaders to give priority to providing quality education to all Filipinos. Education is an "uncompromisable" right that should not be sacrificed to give way to other national concerns," said Daphne Culanag, project director of ABK.
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