UNESCO urges governments to make early childhood education accessible for all

The most disadvantaged children are more likely to be denied the opportunity to have a good start to their education, according to two new studies by UNESCO and its Global Education Monitoring (GEM) Report.

UNESCO’s report “Right from the start: build inclusive societies through inclusive early childhood education” reminds countries of their commitment, made in the fourth UN Sustainable Development Goal (SDG) on education, to ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. They are published ahead of the launch of a new Global Partnership Strategy for Early Childhood in September. 

Coordinated by UNESCO, the partnership will bring together more than 40 organizations active in early childhood care and education (ECCE) to support governments in providing effective ECCE services and in tackling challenges arising from the COVID-19 pandemic.

UNESCO’s report shows that, despite progress, an estimated 2 in 5 children, mostly in low- and lower-middle-income countries are still not enrolled in pre-primary school and currently only 28% of countries globally have made pre-primary education compulsory, ranging from none in the Arab States to 55% in Latin America and the Caribbean.

Young leaders hopeful about the futures of indigenous education and knowledge

YWS #1 - Visual EN

Five leaders and advocates of indigenous peoples’ rights explored how indigenous education and traditional knowledge contribute to more relevant and inclusive education during the first webinar of a youth series co-organized by UNESCO and the United Nations Office of the Secretary-General’s Envoy on Youth. Offering their positive thoughts for the future, the panelists were hopeful about achieving universal citizenship, where indigenous people share knowledge and contributions not only for themselves, but to enrich humanity; where multiculturalism is embraced; and with active participation and leadership by youth and indigenous people. The panelists touched upon several topics – notably the importance of intercultural education and language diversity, the promise of inclusive technology, gender equality and the empowerment of indigenous communities. 

UNESCO figures show two thirds of an academic year lost on average worldwide due to Covid-19 school closures

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One year into the COVID-19 pandemic, over 800 million students, more than half the world’s student population, still face significant disruptions to their education, ranging from full school closures in 31 countries to reduced or part-time academic schedules in another 48 countries, according to new data released on UNESCO’s interactive monitoring map.

UNESCO: Eğitimin kayıp yılı

Koronavirüs salgınının birinci yılında, 800 milyondan fazla öğrenci eğitimden uzak kaldı. 31 ülkede okulların tamamen kapanması, 48 ülkede ise azaltılmış veya yarı zamanlı akademik programlara geçilmesi eğitimde büyük oranda kesintilerin yaşanmasına neden oldu.

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