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Critical Gaps in Refugee Education, Only 34% Attend Secondary School, UNHCR

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Critical Gaps in Refugee Education, Only 34% Attend Secondary School, UNHCR

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Recent progress "is now under threat," said UNHCR chief Filippo Grandi, describing it as "a task we cannot afford to shirk".

The call comes as UNHCR launched its 2021 Education Report, Staying The Course: The Challenges Facing Refugee Education, which highlights the stories of young refugees around the world as they try to keep learning despite unprecedented disruptions triggered by the COVID-19 pandemic.

Refugee education trails

According to UNHCR data gathered in 40 countries, the 2019-2020 gross secondary level enrolment rate for refugees stood at only 34 per cent.

In almost every country, the rate trails that of host community children.

While COVID-19 has been disruptive for all children, the report points out that for young refugees who already face significant obstacles to getting into school, it could dash all hopes of their getting an education.

The data also shows that from March 2019 to 2020, gross enrolment rates for refugees at primary level stood at 68 per cent.

Enrolment in higher education was at five per cent, a 2-point rise year on year and a growth that represents transformational change for thousands of refugees and their communities.

The increase offers hope and encouragement to younger refugees facing daunting challenges to accessing an education, UNHCR said, while warning that compared to global figures, this level remains low.

Target may be unobtainable

According to the report secondary school should be a time of growth, development and opportunity as it increases job prospects, health and independence.

It also strengthens the leadership of vulnerable young people, bolstering them to be less likely to be pressured into child labour.

However, without a major increase in access at secondary level, the target set by UNHCR and partners for 15 per cent of refugees enrolled in higher education by 2030, called 15by30, will remain out of reach.

The right of all children, including refugees, to access secondary education and be part of national educational systems must be guaranteed by all States, UNHCR said, acknowledging that nations hosting large numbers of displaced people need building capacity assistance, including learning materials, facilities for teenage girls, and investment in technology and connectivity to close the digital divide.

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Critical gaps in refugee education, only 34 per cent attend secondary school: UNHCR

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Recent progress "is now under threat," said UNHCR chief Filippo Grandi, describing it as "a task we cannot afford to shirk". The call comes as UNHCR launched its 2021 Education Report, Staying The Course: The Challenges Facing Refugee Education, which highlights the stories of young refugees around the world as they try to keep learning despite unprecedented disruptions triggered by the COVID-19 pandemic.

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From Minibus to Mobile Library: Helping Refugees in Greece

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From Minibus to Mobile Library: Helping Refugees in Greece

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Library-in-a-bus comes to refugee camp in Greece

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Volunteers in Greece turned an old minibus into a mobile library for refugees.

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Will an Entire Generation of Syrian Children Grow Up with no Education?

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Will an Entire Generation of Syrian Children Grow Up with no Education?

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Will an entire generation of Syrian children grow up with no education?

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Many children must choose work over education

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Time Machine (1975): Schools See Some Problems Educating Refugee Children

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Time Machine (1975): Schools See Some Problems Educating Refugee Children

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Time Machine (1975): Schools see some problems educating refugee children

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“Schools see some problems educating refugee children” published in 1975.

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Opinion: Syrian kids need an education--Rich Countries Must Pay for It

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Opinion: Syrian kids need an education--Rich Countries Must Pay for It

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Opinion: Syrian kids need an education - rich countries must pay for it

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Nobel Peace Prize winner Malala Yousafzai and Syrian refugee Mazoun Almellehan urge wealthy countries to help fund education for Syrian children living in refugee camps in the Middle East.

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Migration in the 21st Century and its Effects on Education

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Migration in the 21st Century and its Effects on Education

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Migration in the 21st century and its effects on education

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For many migrant and refugee children around the world, access to education is very limited. Human Rights Watch says that education is key to helping these children recover from traumatic events in their lives.

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Millions of Child Refugees do not Attend School in Adopted Homeland

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Millions of Child Refugees do not Attend School in Adopted Homeland

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Many refugee kids around the world do not go to school

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Four million child refugees around the world do not attend school.

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Makhtoum Abdalla: Education is a fundamental right for every child

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For children growing up in refugee camps, education is a powerful tool of liberation. In this inspiring talk, Makhtoum Abdalla, displaced as a child in Sudan and now living with his family in the Otash camp in Darfur, shares his biggest dream: to ensure all children are educated and taught the skills needed to become "captains of their destiny."

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On Diversity: Access Ain’t Inclusion | Anthony Jack | TEDxCambridge

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How America's public schools keep kids in poverty | Kandice Sumner

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Our education system is losing relevance. Here’s how to update it

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Access, equity and quality are critical to ensure the education system is fit for students and their futures.

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Teachers' strike and soaring fees: Lebanon’s public school pupils miss class 

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Teachers' strike and soaring fees: Lebanon’s public school pupils miss class 

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Investing in girls' education transforms communities, countries and the entire world. Girls who receive an education are less likely to marry young and more likely to lead healthy, productive lives. They earn higher incomes, participate in the decisions that most affect them, and build better futures for themselves and their families.

Girls' education strengthens economies and reduces inequality. It contributes to more stable, resilient societies that give all individuals - including boys and men - the opportunity to fulfil their potential.

But education for girls is about more than access to school. It's also about girls feeling safe in classrooms and supported in the subjects and careers they choose to pursue - including those in which they are often under-represented.

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Gender equality in education benefits every child.

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'Girls' education is a climate solution': Malala Yousafzai joins climate protest

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'Girls' education is a climate solution': Malala Yousafzai joins climate protest

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This document looks at how SDG 4 helps achieve all the other SDGs. It would be great to divide up and use in a jigsaw activity or other group strategy.

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The Sustainable Development Goal ‘Quality education’ (SDG 4) seeks to ensure access to equitable and quality education through all stages of life. Besides improving formal qualifications, SDG 4 also aims to increase the number of youths and adults who have relevant skills for employment, decent jobs, and entrepreneurship. In the EU context, monitoring SDG 4 focuses on progress made in promoting and increasing basic education, tertiary education, adult education and digital skills. Source dataset: SDG_04_31, SDG_04_40, SDG_04_20, SDG_04_70 The EU has further progressed in increasing the participation rate in early childhood education, which reached 93.1% in 2022. This was an increase of 0.7 percentage points (pp) since 2017 (92.4%). The same positive dynamics are observed in tertiary education (ISCED levels 5-8): the share of individuals aged 25 to 34, who had attained tertiary education in 2023, went up by 4.4 pp to 43.1% compared with 2018 (38.7%). However, the percentage of underachievers in the PISA test likewise increased: in 2022, the share of low achieving 15-years olds in mathematics reached 29.5%, 6.6 pp more than in 2018 (22.9%). In 2023, the share of adults having at least basic digital skills slightly increased and showed 55.6%, +1.64 pp compared with 2021 (53.9%). How is your country doing in this regard? Do you know the share of children in your country that participated in early childhood education? How has the percentage of low achievers in math evolved? Or how many people have completed tertiary education in your country? The visualisation tools in our data visualisation ‘SDGs & me’ will help you to easily explore and evaluate the situation in your country as well as enable you to compare it to others. Select your country in the header below and choose different indicators of SDG 4 to find out more: Would you like to learn more? You can find out more about the EU’s progress towards the SDGs with the following products: The publication Sustainable Development in the European Union – Monitoring report on progress towards the SDGs in an EU context – 2024 edition, and the corresponding brochure provide an overview of progress towards the SDGs in the EU; The visualisation tool - SDG country overview - which compares country level data with the EU average for each SDG; The recording of the webinar on the EU’s progress, held on 20th June, 2024.

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Even before the COVID-19 pandemic, the world was already off-track to achieve its education targets. If no additional measures are taken, only one in six countries will meet SDG4 and achieve universal access to quality education by 2030. An estimated 84 million children and young people will still be out of school and an estimated 300 million student will still not have the basic numeracy and literacy skills they need to succeed in life. To deliver SDG4, education systems must be re-imagined, and education financing must become a priority national investment.

Target 4.1: Between 2015 and 2021, the school completion rate increased from 85% to 87% in primary, from 74% to 77% in lower secondary and from 54% in 2015 to 58% in upper secondary education. Even before the onset of COVID19, these rates had slowed down relative to progress in 2010-15. Looking closely at reading levels at the end of primary school, for which trend data cover 34% of the world's children, the analysis shows that global learning levels showed no progress between 2015-2019. Furthermore, learning losses due to COVID-related school closures have been documented in 4 out of 5 of the 104 countries that have carried out such studies.

Target 4.2: Participation rate in organized learning one year before the official primary entry age has stagnated at around 75% since 2015, still far from the target of ensuring that all girls and boys have access to quality pre-primary education by 2030.

Target 4.3: Among 131 countries with data from 2017 onwards, on average approximately one in six youth and adults aged 15-64 recently participated in formal or non-formal education and training. Participation is substantially higher among youth aged 15-24 (40%-50%), compared to those aged 25-55 (only 5% for most regions).

Target 4.a: Basic school infrastructure is far from universal. In 2020, approximately a quarter of primary schools globally do not have access to basic services such as electricity, drinking water and basic sanitation facilities. For other facilities such as computer facilities and the provision of disability adapted infrastructure, figures are substantially lower, with around 50% of primary schools with access.

Target 4.c: Globally, in 2020, over 14% of teachers are still not qualified according to national norms, with little improvement since 2015.

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Goal 4 | Department of Economic and Social Affairs

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Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

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Equitable access to learning opportunities is key to ensuring that every child is prepared for life, work and active citizenship.

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There are an estimated 240 million children with disabilities worldwide. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need quality education to develop their skills and realize their full potential.

Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life. Worldwide, these children are among the most likely to be out of school. They face persistent barriers to education stemming from discrimination, stigma and the routine failure of decision makers to incorporate disability in school services.

Disability is one of the most serious barriers to education across the globe.

Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.

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Children with disabilities are often overlooked in policymaking, limiting their access to education and learning.

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newly added--Adolescent Education and Skills

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newly added--Adolescent Education and Skills

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Adolescents (children aged 10-19) are growing up in a transforming world. Technology, migration, climate change and conflict are reshaping society, forcing people across the globe to adapt to unexpected changes in their lives and work.

To keep up, adolescents must be able to seize opportunities and confront challenges. They need education and skills to become lifelong learners, to secure productive work, to make informed decisions and to positively engage in their communities.

Yet, over 250 million adolescents were not in school, even before the COVID-19 pandemic. By 2030, it is estimated that another 825 million children will not acquire the basic secondary-level skills - like transferable, digital and job-specific skills - needed to support lifelong learning and employment.

Without access to education opportunities that help develop skills, adolescents face serious challenges thriving in the twenty-first century - with repercussions for generations to come.

What's more, some 617 million children and adolescents are unable to reach minimum proficiency levels in reading and math - even though two thirds of them are in school. This learning crisis is the greatest global challenge to preparing adolescents for the modern employment market.

Concerted investment and coordination to strengthen education systems is needed so that all adolescents, especially the most marginalized, can acquire skills that help them fulfil their potential.

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Adolescents need lifelong learning to build better futures for themselves, their families and their communities

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newly added--What is Global Literacy and Why is it Important for the World?

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newly added--What is Global Literacy and Why is it Important for the World?

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What is global literacy and why it is important for the modern world?

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Literacy is commonly defined as people’s capacity to read, write and comprehend the textual elements of a language. In the modern world, however, the concept of literacy could be extended to a collection of knowledge, expertise, and perceptions in the areas that are required in life based on continu…

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Skills lost due to COVID school closures will hit output for generations: OECD 

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Skills lost due to COVID school closures will hit output for generations: OECD 

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Should U.S. Schools Teach More "21st Century Skills", Such as Teamwork, Creativity, and Problem Solving?

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Should U.S. Schools Teach More "21st Century Skills", Such as Teamwork, Creativity, and Problem Solving?

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Could be interesting to read first part together and then assign the argument sections to different groups.

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Generation AI: education reluctantly embraces the bots 

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Generation AI: education reluctantly embraces the bots 

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SDG Indicators - SDG 4 Quality Education - Google doc with text taken from the UN website. Printer friendly.

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newly added class text--SDG 4 Quality Education

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newly added class text--SDG 4 Quality Education

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- Sustainable Development Goal Indicators

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How can we provide quality education for all by 2030? | Bernd Roggendorf | TEDxHamburg

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Rama Chakaki: How educating refugees can impact world peace

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education is a human right that 99% of refugee youth are denied. 450,000 university age Syrian youth have been displaced due to conflict, and cannot afford to complete their education in host countries. They are forced to forfeit their education, take low-paying jobs to support their families and are committed to poverty for life.

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Last September, the United Nations (UN) ratified 17 Sustainable Development Goals (SDGs) to serve as benchmarks for every nation to ensure global prosperity, protection of the planet, and an eradication of poverty.

This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, acting in collaborative partnership, will implement this plan.
-- Transforming Our World: The 2030 Agenda for Sustainable Development, United Nations

Goal 4 of the SDGs was a unique goal focused purely on education. This is the first time such a standalone education goal has been set and ratified.

Goal 4--Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning

For those who agree with the role that the UN plays, it is hard to disagree with any of the goals or much of the wording. The call for a Quality Education - not merely access to any education - is a grand step in ensuring that all children, and not just those from high-income countries, have a quality education.

But what do we mean by a quality education?

There are some who argue that the threshold of quality education is met by focusing only on literacy and numeracy, but the SDGs are a recognition that this definition is insufficient and outdated. Education is not simply a content delivery system; rather, it is a system designed to help all children reach their full potential and enter society as full and productive citizens. UN Secretary General Ban Ki-moon set the SDG process in motion in 2012 by declaring that every child must be in school, and the quality of those schools must improve so that students are prepared to be productive citizens, ready to lead the future.

Education must fully assume its central role in helping people to forge more just, peaceful and tolerant societies.
-- Ban Ki-moon, Secretary-General of the United Nations

We must make sure that what comes out of the indicator roundtables taking place in 2016 defines and addresses the term Quality Education.

Too many times, we have seen the meaning of words be adjusted, stripped, diluted, or subjected to complete metamorphoses. Words and phrases like accountability and data driven have had their well-intentioned and appropriate meanings changed. Accountability is now code for teacher evaluations linked to student academic achievement, while data driven too often equates to test scores only.

The meaning of a Quality Education is one that is pedagogically and developmentally sound and educates the student in becoming an active and productive members of society. A Quality Education is not one that is measured purely by a test score or by how many words per minute a 5-year-old can read. To hark back to these simplified measurements is to do a disservice to both the student and the phrase Quality Education itself.

This week, two leading education organizations that represent over 30 million educators globally--ASCD, based in the Washington, D.C., metro area, and Education International (EI), based in Brussels, Belgium--released a statement in support of the SDGs and the pursuit of quality education for all.

In the statement, ASCD and EI define a quality education:

A quality education is one that focuses on the whole child--the social, emotional, mental, physical, and cognitive development of each student regardless of gender, race, ethnicity, socioeconomic status, or geographic location. It prepares the child for life, not just for testing.

A quality education provides resources and directs policy to ensure that each child enters school healthy and learns about and practices a healthy lifestyle; learns in an environment that is physically and emotionally safe for students and adults; is actively engaged in learning and is connected to the school and broader community; has access to personalized learning and is supported by qualified, caring adults; and is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.

A quality education provides the outcomes needed for individuals, communities, and societies to prosper. It allows schools to align and integrate fully with their communities and access a range of services across sectors designed to support the educational development of their students.

A quality education is supported by three key pillars: ensuring access to quality teachers; providing use of quality learning tools and professional development; and the establishment of safe and supportive quality learning environments.

The statement also describes the current state of education in the world and calls on educators to promote a whole child approach to education:

The SDGs reflect a global consensus in our young century that education is a human right and a public good that is critical to the health and future of the world. But ours is a world of severe challenges, with millions of students under fire, unsettled and unschooled due to conflict and governments globally failing to meet their funding commitments to education, especially with regard to their poorest citizens. Education advocates have a responsibility to promote policies that integrate schools, communities, and nations into a system that supports development of the whole child, ensuring that each student is healthy, safe, engaged, supported, and challenged.

We must make sure that a Quality Education is just that - an education that serves each child pedagogically and developmentally. An education that is inclusive and is structured to realize the potential of each child regardless of location or economic status. Don't let the words change their meaning--a quality education is needed for all.

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Last September, the United Nations (UN) ratified 17 Sustainable Development Goals (SDGs) to serve as benchmarks for every nation to ensure global prosperity, protection of the planet, and an eradication of poverty. This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom.

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A challenging paper, but the overview should be able to provide you key information--and you are welcome to read more, if you want.

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Providing inclusive education to all refugees is within our reach

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Education can help overcome the trauma of conflict and forced displacement by supporting coping mechanisms and providing a sense of stability. It has positive spillover effects for state and peace building and reduces the risks associated with having a "lost generation".

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The UNHCR Education Report 2021 focuses in particular on secondary education - the crucial yet critically under-resourced stage for refugees towards greater independence and improved prospects in life.

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United Nations High Commissioner for Refugees

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UNHCR Education Report 2021: 'Staying the course' - The challenges facing refugee education

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The UNHCR Education Report 2021 focuses in particular on secondary education - the crucial yet critically under-resourced stage for refugees towards greater independence and improved prospects in life.

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Recent progress "is now under threat," said UNHCR chief Filippo Grandi, describing it as "a task we cannot afford to shirk".

The call comes as UNHCR launched its 2021 Education Report, Staying The Course: The Challenges Facing Refugee Education, which highlights the stories of young refugees around the world as they try to keep learning despite unprecedented disruptions triggered by the COVID-19 pandemic.

Refugee education trails

According to UNHCR data gathered in 40 countries, the 2019-2020 gross secondary level enrolment rate for refugees stood at only 34 per cent.

In almost every country, the rate trails that of host community children.

While COVID-19 has been disruptive for all children, the report points out that for young refugees who already face significant obstacles to getting into school, it could dash all hopes of their getting an education.

The data also shows that from March 2019 to 2020, gross enrolment rates for refugees at primary level stood at 68 per cent.

Enrolment in higher education was at five per cent, a 2-point rise year on year and a growth that represents transformational change for thousands of refugees and their communities.

The increase offers hope and encouragement to younger refugees facing daunting challenges to accessing an education, UNHCR said, while warning that compared to global figures, this level remains low.

Target may be unobtainable

According to the report secondary school should be a time of growth, development and opportunity as it increases job prospects, health and independence.

It also strengthens the leadership of vulnerable young people, bolstering them to be less likely to be pressured into child labour.

However, without a major increase in access at secondary level, the target set by UNHCR and partners for 15 per cent of refugees enrolled in higher education by 2030, called 15by30, will remain out of reach.

The right of all children, including refugees, to access secondary education and be part of national educational systems must be guaranteed by all States, UNHCR said, acknowledging that nations hosting large numbers of displaced people need building capacity assistance, including learning materials, facilities for teenage girls, and investment in technology and connectivity to close the digital divide.

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Critical gaps in refugee education, only 34 per cent attend secondary school: UNHCR

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Recent progress "is now under threat," said UNHCR chief Filippo Grandi, describing it as "a task we cannot afford to shirk". The call comes as UNHCR launched its 2021 Education Report, Staying The Course: The Challenges Facing Refugee Education, which highlights the stories of young refugees around the world as they try to keep learning despite unprecedented disruptions triggered by the COVID-19 pandemic.

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VVOB's Definition of Quality Education
"A good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being. The learning outcomes that are required vary according to context but at the end of the basic education cycle must include threshold levels of literacy and numeracy, basic scientific knowledge and life skills including awareness and prevention of disease. Capacity development to improve the quality of teachers and other education stakeholders is crucial throughout this process."
Six Crucial Dimensions of Quality Education

VVOB believes that education leads to empowerment: a process of strengthening individuals, organisations and communities so they get more control over their own situations and environments. Quality education is a crucial factor in combating poverty and inequality in society. In quality education, VVOB distinguishes six dimensions that all interventions of the organisation need to meet.

Contextualisation and Relevance

Quality education cannot be based on a blueprint that is applicable in all situations. Solutions and adaptations of education systems must be based on the real needs of a country and/or community. To guarantee this, VVOB evaluates its interventions.

A Fundamental Principle
VVOB firmly believes that quality education can only be achieved if equity, and particularly gender equity, is achieved within the education system.

❓ Can #education and #youth contribute to sustainable rural development in Ecuador? If "YES", how ❓ Tune into Face... https://t.co/neTnh70pca

For many working in #education, the post-#COVID19 era will be abt recovery. In Rwanda, we are getting ready to supp... https://t.co/32FG7KBxw1

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"A good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being.

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The Education Crisis: Being in School Is Not the Same as Learning

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The world is facing a learning crisis. While countries have significantly increased access to education, being in school isn't the same thing as learning.

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In a world facing a learning crisis, digital learning should be an essential service. UNICEF aims to have every child and young person - some 3.5 billion by 2030 - connected to world-class digital solutions that offer personalized learning.

A TIME Best Invention of 2021, this platform enables high-quality, flexible learning for children anywhere, to close the learning poverty gap.

If the largest generation of young people in history is prepared for the transition to work, the potential for global progress is unlimited. We enable young people to become productive and engaged members of society.

The Giga Initiative was launched to connect every school to the internet and every young person to information, opportunity and choice.
Education Cannot Wait
Education Cannot Wait is the United Nations global fund for education in emergencies and protracted crises. We support and protect holistic learning outcomes so no one is left behind.

EdTech Hub is a global research partnership that empowers people by giving them the evidence they need to make decisions about technology in education.
Global Partnership for Education
GPE is the world's only partnership and fund focused on providing quality education to children in lower-income countries.
Global Education Cluster
The Global Education Cluster works towards a predictable, equitable and well-coordinated response addressing education concerns of crisis-affected populations.
United Nations Girls' Education Initiative
Through evidence building, coordinated advocacy and collective action, the UNGEI partnership works to close the gender gap in education.

In collaboration with the UNESCO Institute for Statistics, this initiative provides governments with actionable data to identify barriers that lead to exclusion and develop policies and programmes that put more children on track to complete their education.

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In every corner of the globe, UNICEF works to provide quality learning opportunities that prepare children with the knowledge and skill

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Situation of children's right to education worldwide
Today, education remains an inaccessible right for millions of children around the world. More than 72 million children of primary education age are not in school and 759 million adults are illiterate and do not have the awareness necessary to improve both their living conditions and those of their children.
Causes of lack of education

Marginalisation and poverty

For many children who still do not have access to education, it is notable because of persisting inequality and marginalization.

In developing and developed countries alike, children do not have access to basic education because of inequalities that originate in sex, health and cultural identity (ethnic origin, language, religion). These children find themselves on the margins of the education system and do not benefit from learning that is vital to their intellectual and social development.

Factors linked to poverty such as unemployment, illness and the illiteracy of parents, multiply the risk of non-schooling and the drop-out rate of a child by 2.

Undeniably, many children from disadvantaged backgrounds are forced to abandon their education due to health problems related to malnutrition or in order to work and provide support for the family.

Financial deficit of developing countries

Universal primary education is a major issue and a sizeable problem for many states.

Many emerging countries do not appropriate the financial resources necessary to create schools, provide schooling materials, nor recruit and train teachers. Funds pledged by the international community are generally not sufficient enough to allow countries to establish an education system for all children.

Equally, a lack of financial resources has an effect on the quality of teaching. Teachers do not benefit from basic teacher training and schools, of which there are not enough, have oversized classes.

This overflow leads to classes where many different educational levels are forced together which does not allow each individual child to benefit from an education adapted to their needs and abilities. As a result, the drop-out rate and education failure remain high.

Overview of the right to education worldwide

Most affected regions.

As a result of poverty and marginalization, more than 72 million children around the world remain unschooled.

Sub-Saharan Africa is the most affected area with over 32 million children of primary school age remaining uneducated. Central and Eastern Asia, as well as the Pacific, are also severely affected by this problem with more than 27 million uneducated children.

Additionally, these regions must also solve continuing problems of educational poverty (a child in education for less than 4 years) and extreme educational poverty (a child in education for less than 2 years).

Essentially this concerns Sub-Saharan Africa where more than half of children receive an education for less than 4 years. In certain countries, such as Somalia and Burkina Faso, more than 50% of children receive an education for a period less than 2 years.

The lack of schooling and poor education have negative effects on the population and country. The children leave school without having acquired the basics, which greatly impedes the social and economic development of these countries.

Inequality between girls and boys: the education of girls in jeopardy

Today, it is girls who have the least access to education. They make up more than 54% of the non-schooled population in the world.

This problem occurs most frequently in the Arab States, in central Asia and in Southern and Western Asia and is principally explained by the cultural and traditional privileged treatment given to males. Girls are destined to work in the family home, whereas boys are entitled to receive an education.

In sub-Saharan Africa, over 12 million girls are at risk of never receiving an education. In Yemen, it is more than 80% of girls who will never have the opportunity to go to school. Even more alarming, certain countries such as Afghanistan or Somalia make no effort to reduce the gap between girls and boys with regard to education.

Although many developing countries may congratulate themselves on dramatically reducing inequality between girls and boys in education, a lot of effort is still needed in order to achieve a universal primary education.

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Right to Education : Situation around the world - Humanium

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Situation of children's right to education worldwide Today, education remains an inaccessible right for millions of children around the world. More than 72 million children of primary education age are not in school and 759 million adults are illiterate and do not have the awareness necessary to improve both their living conditions and those of [...]