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Violence against women is still widespread in the Democratic Republic of Congo, where 74.8% of women consider it acceptable for a husband to beat his wife in certain circumstances. After the war, women's rights were not considered a priority and atrocities such as mass rape and sexual violence were used as "weapons" by the armed forces. Female genital mutilation is still practiced, although not on a large scale, with an estimated 5%. This practice is illegal and carries severe penalties for those who violate it. Women in the Democratic Republic of Congo also face discrimination in terms of child marriage, sexual violence and human trafficking, with 37% marrying before the age of 18. The country is both a source and destination for human trafficking, particularly forced labor and forced prostitution, often perpetrated by armed groups and government forces outside of government control.

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The international campaign of UNICEF and the Nelson Mandela Foundation want to accelerate access to basic and quality education for children, especially girls, orphans and vulnerable children.

In sub-Saharan Africa, about 45 million children can't go to school. The "Schools for Africa" project will support the construction or reconstruction of schools and the provision of school materials in seven countries, including Lesotho, a country with more than 90% analfetization, where, for example, classrooms will be built with bricks.

UNICEF will provide construction, school materials

and drinking water.

The "schools for Africa" campain started in 2004 in South Africa and than in other countries. The goal of the campain is build or rebuild 4000 schools.

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Around the world, approximately 152 million children are exploited for child labour, including 72.1 million in South Africa aged between 5 and 14. In particular they are exploited in the agricultural sector, the textile sector, construction and industry. The African countries where there is the most child labor are South Sudan, Eritrea, Tanzania, Somalia and Sudan.

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Pakistan’s constitution guarantees the right to education for children aged 5 to 16, but the country faces numerous barriers to fulfilling this promise. Over 20 million children are out of school, primarily due to economic challenges, gender inequality, and lack of infrastructure in rural areas. The country allocates only around 2.4% of its GDP to education, which hampers improvements in school facilities and teacher training. This has contributed to lower literacy rates, particularly in regions such as Balochistan

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Sub-Saharan African Tours, Melanie Avenue, Northcliff, Randburg, Sudafrica

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Sub-Saharan African Tours, Melanie Avenue, Northcliff, Randburg, Sudafrica

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Sub-Saharan African Tours, Melanie Avenue, Northcliff, Randburg, Sudafrica

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The majority of the world's illiterate people are concentrated in the countries of South Africa (sub-Saharan Africa). About 50% of the population, so 400 million people, of which 70% are women. The literacy rate, however, is very varied: in urbanized areas it reaches 90%, while in states like Nigeria and Brukina Faso it drops to 30%

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Indonesia also prioritizes the right to education with nine years of compulsory schooling. The country’s literacy rate is relatively high, and the government has invested in vocational education to meet labor market needs. However, similar to Thailand, Indonesia faces challenges in ensuring equity in education. Rural areas often lack access to quality schools and teachers, leading to disparities in educational outcomes across different regions

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The causes of illiteracy are different and. in many countries, all too rooted:

* Schools are too expensive:

* Schools are completely non-existent;

* Families do not earn enough to pay for tuition, uniforms, books and school supplies:

* In the absence of money, it is preferred to have the sons study Glasciare the

Girls at home:

* Qualified teachers are completely missing:

* Families do not understand the importance of education and

They prefer that children start working from a young age.

The consequences of all this can be summarized in two simple concepts: hunger (those who do not have a good level of education also have less chance of finding a decent job)

And denied rights (those who can neither read nor write do not even know what theirs are rights.

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Bangladesh recognizes education as a right, but significant challenges remain, especially in rural areas where drop-out rates are high. While the government provides free education up to the primary level, many children, particularly girls, do not continue to secondary school. Low investment—around 2.2% of GDP—restricts improvements in school infrastructure and teacher quality, which contributes to regional disparities in educational outcomes

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Thailand has made considerable advances in ensuring educational access. It offers 12 years of free and compulsory education, which has resulted in high enrollment rates, especially at the primary level. The literacy rate is over 90%, showcasing the impact of government efforts. Educational reforms have focused on teacher development, digital integration, and curriculum enhancements. However, disparities persist, particularly between urban and rural areas, with rural students often receiving lower-quality education due to fewer resources

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In South Africa today, 80% of school students learn using a language other than their mother tongue, namely English or Afrikaans. This involves a series of problems to think about and intervene as soon as possible. It would, however, be a fundamental step to include the mother tongue in learning to allow all citizens, big and small, to better understand what is happening around them and to build their own school and professional path without having to clash with linguistic obstacles.

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YEMEN: The education system in Yemen is in serious trouble because of the civil war that started in 2014, the economic collapse, and the humanitarian crises that followed. Even before the war, the country faced big challenges in education, but the conflict has made things much worse. (48% of the population is illiterate)

Many schools have been damaged or destroyed by bombings and fighting between different groups. According to UNICEF, about 20% of schools in the country are no longer working because of the war. Some schools have been taken over by armed groups or used as shelters for displaced people, which has reduced the number of schools available for students.

Classes are often interrupted due to insecurity and violence in conflict areas. Many children don’t have regular access to schools, and teachers are often not paid or forced to leave their jobs because of poverty and lack of resources.

Extreme poverty is one of the biggest barriers to education. Many families are too poor to send their children to school, as the kids need to work or help with family duties. Also, malnutrition, which affects a large number of children, harms their ability to learn and develop mentally. (80% of the population live in poverty)

Girls face more difficulties in getting an education in Yemen. Even before the war, there were inequalities in access to education for girls, and the conflict has made things worse. In many rural areas or regions controlled by conservative groups, families are hesitant to send their daughters to school due to safety concerns and cultural reasons. This has led to more girls dropping out of school.

Organizations like UNICEF, Save the Children, and other international groups are trying to help by providing resources, setting up temporary schools, and giving school supplies. However, these efforts are often slowed down because of limited access to conflict areas and a lack of funds for humanitarian aid in Yemen.

Because of the economic crisis, many children have to work to support their families. In some cases, children are also recruited by armed groups, which is especially damaging, as it robs them of their right to education and childhood.

Yemen’s education system is close to collapsing, and millions of children are being denied their right to go to school. To fix the situation, the country will need large-scale rebuilding, political stability, and long-term humanitarian support.

Sources: Wikipedia, Unicef, Save the children.

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IRAQ: The educational situation in Iraq, although less critical than in Yemen, has faced serious challenges due to decades of conflict, political instability, and economic issues. War, military occupation, and the fight against extremist groups like ISIS have deeply affected the country’s education system. The impacts of these events are still seen today in the condition of schools, access to education, and available resources. (22% of the population is illiterate)

Many schools in Iraq were damaged or destroyed during wars and conflicts with armed groups, especially in areas controlled by ISIS. According to UNICEF, many schools, especially in the north and areas previously under ISIS, are still being rebuilt or cannot be used. Some school buildings were turned into shelters for displaced people during the fighting. (95% of the population is Islamic)

Classes were often interrupted due to conflicts and political instability. Even in safer areas, the lack of proper school buildings and qualified teachers has reduced the quality of education. Children, especially in war-affected regions, often cannot attend school regularly, and teachers are often stressed or underpaid.

Poverty is still a big obstacle to education in Iraq. Many families cannot afford to send their children to school because the kids need to work to support the family. In poorer areas and war-affected zones, malnutrition is a serious problem, which lowers children’s ability to learn and develop mentally.

Girls in Iraq face particular difficulties in accessing education, especially in rural areas or those previously controlled by ISIS. In these places, many families are hesitant to send their daughters to school for safety or cultural reasons. Although in larger cities like Baghdad and Erbil access to education for girls is better, gender inequality is still a big issue in many parts of the country. (77% of women are illiterate)

Several international organizations, including UNICEF, UNESCO, and various NGOs, are working to improve the education situation in Iraq. These efforts include rebuilding schools, providing educational materials, and promoting inclusive education programs, especially for girls and children from vulnerable communities. However, there are still many challenges, with some areas remaining isolated due to instability and a lack of resources.

The economic crisis and political instability have led to an increase in child labor in Iraq. Many children, especially in rural and poor areas, are forced to work to help their families. Although the recruitment of children by armed groups is less common than in other war-torn countries, there have been reports of forced recruitment by local militias during conflicts, especially in areas affected by ISIS.

The education system in Iraq has made progress since the defeat of ISIS and with more stability in some regions, but it remains fragile. Millions of children, especially in war-torn areas, are still deprived of proper education. Rebuilding the education system requires ongoing efforts in reconstruction, political stability, and long-term humanitarian support.

Sources: Wikipedia, Unicef, Save the children.

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In Brazil 23% of the popoloution will have 15 years old is illiterate. The Brazilian school system is divided into four levels: pre-school, primary, secondary and higher education. Pre-school education is for children up to the age of six. Those who have not had the opportunity to attend or finish school at the right age, has the possibility of recovering through courses and additional examinations ad hoc. The school system is apparently open to all but it is not really so because children from poorer families are often failed. In fact, 70% of the students are repeat students. Only 9 out of 100 students attend university because of high cost. Classes are also crowded because most pupils are promoted even if they cannot read and write.

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Good morning to everyone, we are some of the students that are attending secondary school in Italy and today we are here to talk about education in a different geographical area: South America. Of course we have to introduce the rights that education leads: as stated in the 26th Article of the Universal Declaration of Human and Citizen’s Rights everyone has the right to education and it has to be free for elementary school and must be available to all and it has to be directed towards the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms.

Education must promote understanding tolerance and friendship among all nations, social religious groups and it must encourage the United Nations for the maintenance of people. Education in South America varies greatly from country to country, reflecting the different economic, cultural and social realities of the region.

However, there are also significant challenges. In some countries, access to quality education is limited, especially in rural areas and among indigenous peoples. Economic disparities and insufficient resources lead to differences in the quality of education and opportunities for students.

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The school situation in Brazil is a complex one. The country has long been confronted with significant regional disparities and structural problems.

One of the main problems is access to education, which varies greatly between regions. In urban areas, schools tend to be better equipped and better funded than rural areas.

Another critical aspect is the lack of resources, overcrowded classrooms and lack of teaching materials. Teachers often face low salaries and lack of continuing training, which affects their ability to provide high quality education.

However, there are also signs of hope. Several local initiatives and government programmes aim to improve access and quality of education. More and more schools are adopting innovative teaching methods and educational programmes that encourage creativity and critical thinking.

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In recent months, Brazil has faced serious problems in the education sector, highlighted by the failure of the National Plan for Education (PNE), the lack of government initiatives during the pandemic and the decline in investment in education. A report from associations showed that, seven years after the launch of the ENP, only five of the twenty planned objectives have been "partially achieved". Crucial goals such as the abolition of illiteracy and universal access to education until 17 years old seem long gone. In addition, functional illiteracy among young adults has increased and the number of schools offering full-time attendance has decreased.

In conclusion, the research is evidence of difficulties and differences regarding education around the world.

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To counter the anliteracy, the international campaign of UNICEF and the Nelson Mandela Foundation aims to accelerate access to basic and quality education for children, especially girls, orphans and vulnerable children.

In sub-Saharan Africa alone, about 45 million children do not go to school. The "Schools for Africa" project will support the construction or reconstruction of schools and the provision of teaching materials in seven countries, including Lesotho, a country with more than 90% analfetization, where, for example, classrooms will be built with bricks.

UNICEF will provide construction materials, but also school supplies and drinking water.