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<p>The idea of thinking that responsibility for the provision of education rests exclusively with parents and the state is inadequate, particularly in light of the persistently high number of out-of-school children in Africa. Although existing literature has largely concentrated on assessing the commitments and performance of constitutionally recognised education providers, this article argues that redefining who is responsible for providing access to education is imperative in addressing the phenomenon of out-of-school children. Specifically, it contends that the range of legitimate providers of education access should be expanded to include the community. The paper advances the argument that communities in Africa possess both the capacity and the normative obligation to contribute to children’s access to quality education through the provision of financial and moral resources. This claim is grounded in traditional African conceptions of community, which emphasize collective responsibility for children’s welfare and regard their moral and professional development as a shared social enterprise. While this historical orientation of the community sets contemporary African communities as co-providers of tangible resources for education access, it also positions the community as providers of moral resources, which are essential to defining quality education. The paper further argues that the attribution of educational responsibility to the community implies the existence of a corresponding right that children may legitimately claim against their communities. This position challenges dominant rights-based frameworks that limit duty-bearing to parents and the state. The study offers a normative critique grounded in the analysis of secondary literature, drawing on traditional African philosophical thought, social practices, and relevant legislative frameworks on children’s rights. This paper bridges ethical theory and policy discourse, and proposes a culturally grounded approach to educational reform that holds promise for addressing the crisis of out-of-school children in Africa.</p>

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Community-based Education Initiatives and the Extension of Children’s Rights

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  • 发表日期：

    2026年7月29日

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  • Tosin Adeate

摘要

The idea of thinking that responsibility for the provision of education rests exclusively with parents and the state is inadequate, particularly in light of the persistently high number of out-of-school children in Africa. Although existing literature has largely concentrated on assessing the commitments and performance of constitutionally recognised education providers, this article argues that redefining who is responsible for providing access to education is imperative in addressing the phenomenon of out-of-school children. Specifically, it contends that the range of legitimate providers of education access should be expanded to include the community. The paper advances the argument that communities in Africa possess both the capacity and the normative obligation to contribute to children’s access to quality education through the provision of financial and moral resources. This claim is grounded in traditional African conceptions of community, which emphasize collective responsibility for children’s welfare and regard their moral and professional development as a shared social enterprise. While this historical orientation of the community sets contemporary African communities as co-providers of tangible resources for education access, it also positions the community as providers of moral resources, which are essential to defining quality education. The paper further argues that the attribution of educational responsibility to the community implies the existence of a corresponding right that children may legitimately claim against their communities. This position challenges dominant rights-based frameworks that limit duty-bearing to parents and the state. The study offers a normative critique grounded in the analysis of secondary literature, drawing on traditional African philosophical thought, social practices, and relevant legislative frameworks on children’s rights. This paper bridges ethical theory and policy discourse, and proposes a culturally grounded approach to educational reform that holds promise for addressing the crisis of out-of-school children in Africa.