2. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all.

Places where people go to learn new things, like schools or colleges.

Nonviolent:

Not using any physical force or causing harm to others.

Vocational Skills:

Abilities or knowledge needed to do a specific job or trade, like cooking or plumbing.

The United Nations Educational, Scientific and Cultural Organization (UNESCO) launched its major project on education for all.

1990

The World Conference on Education for All was held in Jomtien, Thailand where the World Declaration on Education for All was adopted.

2000

The United Nations Millennium Development Goals were established, with Goal 2 aiming to achieve universal primary education by 2015.

2015

The United Nations Sustainable Development Goals were adopted, with Goal 4 focusing on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Mozambique has low literacy rates and high numbers of out-of-school children, especially in rural areas. Lack of educational infrastructure, trained teachers and resources restrict learning opportunities.

Lesotho

Lesotho has high rates of children not attending school due to poverty, long distances to schools, and lack of educational facilities, particularly in remote mountainous regions. This deprives many of access to education.

South Africa

Despite progress, many areas in South Africa still face issues like a lack of schools, underfunded educational facilities, and high dropout rates, especially in rural and disadvantaged communities.

The fight for norms and standards galvanized Equal Education and South African civil society under the banner “Every Generation Has Its Struggle.”

Schools in South Africa will now have to have electricity, running water, and adequate classrooms with caps on the amount of students per classroom. They will have to have access to libraries.

Support teacher training, curriculum development, school infrastructure projects.

UNICEF

Children with disabilities continue to be better included within the schooling system, now representing 5 per cent of the total population of children attending school.

Gender discrimination, cultural norms, and lack of access to education hold back girls and women from realizing their full potential.

Rural Population

Rural areas often need more adequate schools, qualified teachers, and learning sources, depriving rural children of quality education. 

By investing in educational infrastructure, training more teachers, making learning accessible and affordable, and empowering all children and youth with knowledge and skills, we can unlock their true potential.