A Poisonous Mix - Human Rights Watch

It is really difficult to combine school and work. One cannot do the two at
the same time. I am always tired. 314
Pupils who work in artisanal mining frequently do not turn up at school, resulting in high
rates of absenteeism and dropout. 315 School directors and teachers described the negative
effects of artisanal mining on pupils’ performance. 316 One teacher for grades five and six
explained that about half of the children in his class were working at the mine. He said:
The fact that children in fifth and sixth grade work in the mine has
consequences. They do not do their homework and are tired. 317
Education Policies: Failing to Reach Child Laborers
The Malian government aims to provide education for all, and support the educationrelated
Millennium Development Goals, 318 through access to education up to grade nine
(basic education), better access to education for girls, teacher training, and non-formal
education. Decentralization is a key element in the government’s strategy, aiming to
strengthen community ownership over education. 319 Donors provide significant funding to
the education sector, including sector budget support. In 2009, donors gave US$161
million in official assistance for education in Mali. 320 Donors have also helped fund a
remarkable expansion of community schools. 321
However, education policies have given insufficient attention to children who are
vulnerable due to their economic status, gender, family situation, health, or other reasons.
The current government education program fails to propose specific measures to reach out
314 Human Rights Watch interview with Nanfadima A., estimated age 11, Tabokoto, April 2, 2011.
315 Human Rights Watch interview with school director, Worognan, April 8, 2011; ILO, “Etude transfrontalière des enfants
dans l’orpaillage,“ pp. 45-46.
316 Human Rights Watch interview with school director and teacher from Sensoko, Kéniéba, April 2, 2011.
317 Human Rights Watch interview with school director and two teachers, Baroya, April 3, 2011.
318 Millennium Development Goal (MDG) 2 aims to achieve universal primary education: “Ensure that, by 2015, children
everywhere, boys and girls alike, will be able to complete a full course of primary schooling.” MDG 3 aims to “eliminate gender
disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015.” United
Nations, “Millennium Development Goals”, http://www.un.org/millenniumgoals/index.shtml (accessed August 8, 2011).
319 Government of Mali, “Programme décennal de développement de l’éducation (PRODEC): Les grandes orientations de la politique
éducative," 2000, p.8-9, http://www.education.gov.ml/IMG/pdf/1_GRANDES_ORIENTATIONS_2000.pdf (accessed August 1, 2011);
Government of Mali, “Programme d’Investissement pour le Secteur de l’Education: Descriptif de la Troisième Phase 2010-2012,”
March 18, 2010, pp.5-8, http://www.education.gov.ml/IMG/pdf/le_Descriptif_PISE_III_18mars10_VF.pdf (accessed August 9, 2011).
320 Education For All Fast Track Initiative, “Mali,” July 25, 2011, http://www.educationfasttrack.org/partners/developingcountries/mali/
(accessed August 9, 2011); Oxfam, “Delivering Education for All”, p. 24; Overseas Development Institute
(ODI)/Mokoro, “Sector Budget Support in Practice. Case Study Education Sector in Mali,” November 2009, p. 12.
321 USAID, “Meeting EFA: Mali Community Schools”; Oxfam, “Delivering Education For All,” p. 19.
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