One In Five Children Do Not Have Access To Fair And High-Quality Education
2021-01-27 | by CusiGO
There is no need for a pandemic to recognize that an education emergency is a reality. According to the data, even before covid-19, some 262 million children and adolescents (one in five) in the world were unable to go to school or receive comprehensive education due to poverty, discrimination, armed conflict, displacement, climate change or lack of infrastructure and teachers UNICEF. Beyond the scope of the famous Pisa report, in the 21st century, 58% of minors (about 617 million people around the world) do not have the basic skills of mathematics and reading, which actually hinders their overall development and the ability to make significant contributions in community centers.
The celebration of International Education Day on 24 January highlighted the remaining obstacles to ensuring equality and quality education for all, as reflected in the 2030 agenda and the United Nations sustainable development goals. It’s not a cliche: without education, it’s impossible to break the cycles of poverty, gender inequality and social injustice that still exist in many countries, which also have a special impact on girls and adolescents.
The epidemic of covid-19 shows that the digital divide continues to exist, which makes the students with low economic ability in extreme educational instability. However, it also needs to focus on three basic aspects: the obligation to improve the use of classroom technology; The importance of global competition helps to understand the epidemic and its impact on our lives, and requires a reassessment of our way of life: how we act, eat, consume, and even get along with others.
Since 2018, the Pisa report, in addition to its performance in language, mathematics and science, has also measured global capabilities, which measure the ability to cope with global problems such as coexisting conflicts and poverty, war, environmental crisis, hunger or gender inequality, In addition to empathy, communication, solidarity, multiculturalism or critical ability and other related cross-border capabilities. Unlike other countries, Spain’s performance is far above average.
It’s also a matter of social justice: “if we were seven billion people in the world, only 2500 people would have access to basic services, and two-thirds of humanity would not,” said ana esevereri, director of AIPC Pandora, a non-governmental organization that has been promoting global education for 19 years. “But young people must also be aware and know how to distinguish between rights and privileges. We all have the right to water, but drinking water is a privilege; we all have the right to transport ourselves, but riding in vehicles that pollute the earth is a privilege; we all have the right to food, but eating three times a day is a privilege. Let our young people grow up to know that what they think of as rights is the prerogative of the rest of humanity, which will generate a conscience that will enable us to have a better world. ”
For Seville, it is the most urgent and necessary to change his point of view. “If we continue to live out of this reality, the only thing we can do is try to deal with the coming crisis as we have done over the years; coronavirus is a good example,” he said. “It’s a terrible system, even though we want to make trouble in the West. This is untenable, which is why young people must have such a global perspective, so that the boundaries they choose are far away from the environment in which we educate them. ” That’s why AIPC Pandora has just launched the global youth academy, an online training platform on global challenges and pressing issues, such as marine conservation, fighting for equity or how to transform cities into better social living spaces, with the aim of improving the environment and leading change.
Of all the rights we take for granted, education is perhaps one of the most important, especially in the early months of the epidemic, which helps to highlight the digital divide and the huge inequality in access to economic and technological resources. “We see whole schools and communities where families can’t use computers, electronic devices or the Internet because they can’t afford it; where young people don’t study directly throughout their incarceration,” eseveri complains. The key role of technology in schools has not been questioned, but its popularity has been questioned. Pandora claims that digital media education “enables teenagers and young people to accept different things, grow up in communication, and cultivate the attitudes that businesses need, such as leadership, creativity and compassion.”.
In many countries, the education of boys and girls is far from guaranteed. Poverty, armed conflict or, for girls, social and cultural barriers often have a decisive impact on their access to appropriate training and to a decent and secure future. In this regard, organizations such as the Pandora Association have been working. The association has carried out projects in more than 60 countries and sent youth groups to “integrate them into the practical work of local NGOs in the field, provide English courses, support them in workshops, engage in sports activities and live together” “With their families,” esseville explained.
Immersive experiences help young people (13-18 years old) understand what the world around them is like and where the challenges they want to work with may be. “We’re trying to make sure they have a very positive experience of solidarity, social awareness and participation before the age of 17, when the cortex becomes less permeable,” he said. “Therefore, any decision they make in terms of study, work and participation in society since then must take this aspect of solidarity into account.”
One of the projects took place in kalasa, Mali, where, with the help of the entire community, a school was built to not only provide them with education, but also provide them with food they might not otherwise have been able to get. “Please note that in most developing countries, children go to school not only to study, but also to eat. Pandora’s principal said: “the most successful educational program is the one to feed children.”. They do it twice: at breakfast, so they can concentrate on class; at lunch, they eat at least twice. Women are the main breadwinners of school activities, because they not only provide food, but also set up a sewing workshop. In addition to making uniforms for children, they can also sell their handicrafts, reversing all school sales, thus paying for other costs of teachers and the center.
Despite the obvious benefits of international volunteering, essevili admits that not everyone can afford the costs. That’s why AIPC Pandora, in collaboration with organizations such as the thyme foundation, Norte young or the gypsy Secretariat, has also offered a scholarship program based on academic excellence to young people from a socially excluded environment in Spain. Moreover, gender issues always exist in an environment where there is considerable masculinity and women’s status is far lower than men’s. “Some of us received scholarships to participate in international projects, while others received the initiative as a talent opportunity, which enabled them to enter universities from the fourth place of ESO, receive global citizenship and English training, and participate in social entrepreneurship projects.” Finally, Pandora brings young people from other countries to Spain to meet global challenges through the local realities they experience here.
Marta P é rez dorao, President of the foundation for girls, said: “there are many challenges ahead, starting with making education accessible to all girls.”. According to the United Nations Children’s fund, girls who have completed secondary education are “less vulnerable to child marriage” than girls, six times more vulnerable to abuse and abuse. An economically independent woman means progress for the family and the people, “Perez dolau added.
Despite all the efforts made so far, gender inequality remains a reality in our country, largely due to the persistence of stereotypes. “Less than 30% of women are registered in stem, and they are very much needed in technology and industrial enterprises,” said Perez dolau. “Girls continue to get a lot of subconscious information about” men’s work “and” women’s work. “Even today, girls still think that they can’t choose what they want to do because it’s not a girl’s job.”
Obviously, it’s not forcing them to work, or to learn what they don’t want. When they decide what to do, the problem arises because stereotypes are changing all their views. “Girls know very little about their future careers and think that they are less gifted in specific subjects such as mathematics, which science has proved to be untrue,” she said. Like the little girl, she met one of our volunteers and cried, “Wow! I didn’t know women would be helicopter pilots! “， Another little girl thinks it’s impossible to pass the exam to be a firefighter
It is for this reason that the goal of the foundation to motivate girls is to help break these invisible barriers so that women’s references in all occupations are clearly visible: although they do not see them in textbooks, movies or the media, they still exist. That’s why they work with educational institutions to get volunteers in overalls to spend an hour explaining their lives to girls and, if possible, expanding their impact on girls in a disruptive environment. The support of sponsoring companies also makes it possible to develop green energy, design and build electric vehicles and other projects, which can attract groups from schools or groups of friends to participate and compete on the track. In Spain alone, the foundation worked with 800 schools in 2020 to reach 8370 girls through a network of 4800 volunteers.
Eliminating gender barriers also has obvious benefits at all levels. “Research on well-known institutions such as catalyst or McKinsey shows that companies with mixed management teams make more money, so gender equality will mean significant growth in global GDP,” said Perez dolau. Simply put, because “everyone should have equal opportunities, know all career choices, and be able to work anywhere he likes, so as to give full play to his potential.”
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