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Education

All children learning

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© UNICEF/UN055247/Romenzi
Students read in the library at El Hadana school in Zanzur, east of Tripoli, Libya.

On any given day, more than 1 billion of the world’s children go to school. They go to learn – but too often, that does not happen. For many children, learning becomes difficult because of discrimination, bullying, poor sanitation facilities, crumbling buildings or makeshift classes. Others come to school too hungry or sick, or too exhausted from work or household tasks, to benefit from their lessons.

Learning crises in numbers:

• An estimated 250 million primary school aged children worldwide who cannot read, write or do basic math

• More than half of these have attended at least four years of school

• This costs an equivalent of US$129 billion – about 10 per cent of the world’s primary education spending.

Who are the children deprived of learning

Learning pays back: an added year of quality education can increase an individual’s income by 10 per cent. Yet the most marginalized children miss out the most from learning.

Children with disabilities, who speak minority languages, those exposed to violence, abuse and deprivation during humanitarian crises are the ones missing out from learning.

In some countries, gender plays a role in how children perform in school.

Even if these marginalized children make it to school, they still face inequities in learning. For example, children from the richest 20 per cent of households are much more likely to achieve minimum standards in reading than children from the poorest.

UNICEF’s work

UNICEF is committed to securing safe, rights-based, quality education for every child, irrespective of her or his circumstances. 

We work to identify barriers that lead to poor performances and work with governments, partners and communities to remove them and provide children with quality education. 

Quality education means education that equips children to succeed in school, perform productive work, take care of themselves, lead fulfilling lives and contribute to their communities and societies.

Assessment is how we measure learning. When well designed, assessment serves a number of critical purposes – it determines whether individual students are learning, can monitor countries’ progress towards learning goals, identifies children’s specific needs and uncovers disparities between regions and population groups.

Read more about UNICEF’s Child Friendly Schools – an holistic approach that seeks to establish safe, healthy, nurturing environments that support children’s learning, so that every child can reach her full potential.


 

 

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