Current issues

Current issues
UNDP failed to achieve the MDG for universal primary education by 2015, even though there
was progress. Data shows us that among 59 million children 1 in 5 children had dropped out
of education and 2 of 5 out of those children will never set a foot in a classroom. Even if The
SDG for education addresses the challenges of quality and equity, this gap must be closed.
About 263 million children and youth are out of school, including 61 million children of
primary school age. Sub-Saharan Africa and Southern Asia account for over 70 per cent of the
global out-of school population in primary and secondary education.
Today there is still a gap between the developed countries and the developing ones. This gap
is called “The North-South Gap” and it is an illustration of socio-economic and political
differences between the developed countries in the North and the developed countries in the
South of the world.

Progress of quality education has faced tough challenges in developing regions due to high
levels of poverty, armed conflicts and other emergencies. Because of the armed conflict that is
happening In Western Asia and North Africa, there has been an increase in the proportion of
children out of school and it became a worrying trend.
Since 2000, with the help of MDGs and SDGs, both primary and lower secondary education’s
completion rates have been rising steadily and the gap between developed and developing
countries has narrowed substantially, but still there is an almost 20 percentage point gap
between them.
Worldwide, two thirds of the 757 million adults (aged 15 and over) who are unable to read and
write are women. Globally, 1 in 10 girls are out of school, compared to 1 in 12 boys. SDG for
education aims to reduce the gap between genders. Also Goal 4 strongly supports the reduction
of persistent disparities between children from different ethnic, racial, economic and
sociological background. In most countries with data, urban children scored higher in reading
than rural children.
The schools all over the world are failing to meet their commitments to provide proficient
education especially on important skills like reading. For example data shows us that in 3
countries out of 15 Latin American countries, fewer than 50% of the 3rd grade students are
proficient in reading. At the end of primary school, children should be able to read and write
and to understand and use basic concepts in mathematics.
Usually the end of lower secondary education is the end of the compulsory education and at
that level, a student should be able to master subject focused knowledge and skills but yet data
from 38 developed countries show that in the majority of those countries, at least 75 % of young
people achieved at least a minimum proficiency in reading and mathematics. In developing
countries, the situation is even worse with only 5 out of 22 developing countries have the same
75% level of minimum proficiency.
Quality early education before primary education is a must for a quality education. Early
education provides children with basic cognitive and language skills and fosters emotional
development. But the global data shows us that only half of the children in this age group has
reached these skills and emotional development. In the least developed countries only 2 in 5
children participated in pre-primary education.
To fulfil the promise of universal primary and secondary education, new and qualified teachers
are needed. Current estimates shows us that there is a need for 26 million trained teachers by
2030. Africa faces the greatest challenges in this topic, with nearly 7 in 10 countries
experiencing shortages of trained primary school teachers today.
Also the poor condition of schools all over the world are an obstacle to quality education.
Majority of the schools in Sub-Saharan Africa do not have access to electricity or portable
From the data received from 65 developing countries, only 60% of the schools have access to
computer and internet for teaching purposes. However, the ratio in sub-Saharan countries is
less than 40%.
Even though the official development assistance for educational scholarships has increased
there is still lack of fund.

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