Evans Kaganizo Mutesasira
President General Uganda Liberal Union (ULITU)
The project coordinator, and PoliTeknik international, dear Colleagues,-Project partners, and our entire global audience, am privileged to make this presentation in this Great Project Meeting.
I will make my presentation on three(3)important dimensions;
- I) The Genesis of Project Article 26, its over ridding goal, and specific objectives as I conceive them.
II)The current global crisis of lawlessness and its direct impact on the social well-being of humanity, specifically on education .
III) The role of our Global Project in correcting the situation through education.
PROJECT ARTICLE 26″ The extension of human Rights to Education .to me,it appears as „one of the greatest treasures we have on planet earth in terms of human evolution and directly addressing the current standoff in human development and modern civilization,“ Evans.
It came into existence on October 29th 2016 .by a team of high spirited education advocates in a symposium in Cologne university, with the ultimate goal to effectively address the issue of making education a mandatory fundamental human right „every child on the globe to effectively enjoy education as a key ingredient of his/her sense of humanity, where ever he/she stands on this planet earth.“
This requires giving energy to Article 26 of UDHR , especially in terms of who actually is obligated to ensure the realization of this fundamental right.
NELSON MANDELA (Google) says
„Education is the only single tool that can be used to transform society.“
The project has since expanded to include several countries and a number of organizations and education experts across the globe.
It’s now a global partnership steered by PoliTeknik International.
I may look at specific objectives of the project as
- a) Bringing together global advocates and experts of education to work together to attain our ultimate goal.
- b) Developing thematic areas of project intervation on advocacy.
- C) Identifying and developing pilot activities of the project in several volunteering countries and organizations.
- D) Pointing out education experts and developing necessary expertise among our volunteer partners to realize our ultimate project goal.
- E) Reaching out to all key education stakeholders across the globe in a way to ensure appropriate legislation up to the level of the UN General Assembly, so that our goal is on the global legislation agenda, and is implemented.
In this great meeting. I wish by your great permission that the above act as our guiding project principles on which activity and discussions can be based..
- ii) lawlessness in the world and its negative impact on education, our core value.
I will cite out a few major conflicts in the world that are centers of crisis in our midest:
- a) Ukraine Russia conflict. Started in 2014 when Russia attacked Ukraine
- b) The Middle East crisis lsrael -Gaza/Palestinian crisis
The recent one started with the Hamas milirants attac on South Israel ….
The current escalation started when Hamas militants raided South Israel on July 7th, 2023 (source cogress.gov.). Over 1200 people died, and 200 taken hostage.
When C) THE INDIA -PAKISTAN CRISIS.recent is (20252026) (source Asia Pacific foundationof canada), over the India controlled Kashmir province India attacked and killed 26 people
- d) NIGERIA (NORTHERN), CRISIS) by Booko haram militants (stsrted in July 2009)(source politicsuk.com)has left 35 million people with no food and over 1000 deaths.
- e) The Sudan crisis by RSF forces after the couple in 2021(wikipedia). No peace left in the Capital of Khartoum.
- F) Conflict in the DR Congo escalated rapidly in early 2025 m23 rebels(wikipedia) capturing goma north/south kivu (after peace talks in 2024 failed), and over 7 million people were displaced
- G) Tribal political conflict in south Sudan(started in December 2013 between Dinka and Nuer tribal leaders).(source un news,council of foreignrelations)
- h) Conflict in Somalia (19881991)crisis over throw of Sierra baale (president) (sources Amnesty international).
The above are just a few to the existing global conflicts and crisis, a clear manifestation of the lawlessness.
These undermine international law and democracy reducing chances of exacting human rights, including the right to education .
III) the role of. Our global project (Article 26 ) and how to correct the situation.
The global population now stands at 8.3 billion people(source wikipedia,2026). Global adult adult Literacy 15+(age)87%(source Wikipedia) Primary 90%(2020)completed primary. Youth 15-24 are 93%(in 2024)were literate.
Developed nations have a 99% literal rate(source World bank report,UNESCO) compared to 6869%in the sub- sharahan Africa(source IMF) (2023-2024), .
The above figures clearly show that a whopping 36% of the developing world population in the sub Sharan Africa can not read and write. A lost population!!
In Somalia, for example, primary school enrollment is at 21-39% (source global economy), and in nomadic areas, it is at miserable 10% of the school-age children going to school.
Other equally miserable figures show how education funding in the developing world is a total frustration.
While in (OECD) organization for economic cooperation and development (38 countries) mainly from the north, fund up to 83%of the total cost for education, a glaring reverse happens in the developing world especially subject Sharan Africa with a GDP %less than 10 in most countries.(source global partnership for education) in Uganda, it is at 7%GDP, instead of between 15-20%0f GDP expected.
Data available of ( 2021 to 2022) education funding by the state in the developing world was as low as 4%of GDP, very discouraging figures, and many depend on education aid funding that is less forth coming.
This situation undermines other great hopes that education, of quality, is realized as a fundamental human right that can save the worldcrisess and lawlessness.
PROJECT ARTICLE 2 must come out more boldly ,more practically and more aggressively; funding must be sought to realize or objectives at goal.
I thank you.
