UN chief outlines ‘bold steps’ for education in the face of COVID-19 disruption
©UNICEF/Translieu/Nyaberi A ten-year-old boystudies with the help of his mother at home in the Mathare Informal Settlementin Nairobi, Kenya. TheCOVID-19 pandemic has created the largest disruption to education in historyand prolonged school closures could further entrench inequalities in access tolearning, the UN Secretary-General said on Tuesday, underlining the need for“bold steps” to address the crisis. Describing educationas “the key to personal development and the future of societies”, AntónioGuterres issued recommendations to get children back in the classroom ina policy brief launchedalongside a new global campaign called Save our Future. Last month, over 1 billion students wereaffected by #COVID19 school closures. —António Guterres (@antonioguterres) August 4, 2020 “As the world facesunsustainable levels of inequality, we need education – the great equalizer –more than ever,” he said in a videomessage. “We must take boldsteps now, to create inclusive, resilient, quality education systems fit forthe future.” COVID-19 and the classroomThe UN estimates thatthe pandemic has affected more than one billion students worldwide. Despite efforts tocontinue learning during the crisis, including through delivering lessons byradio, television and online, many are still not being reached. The UN chief saidlearners with disabilities, members of minority or disadvantaged communities,as well as refugees and displaced persons, are among those at highest risk ofbeing left behind. Even those students whocan access distance learning face challenges, as success depends on theirliving conditions, and other factors such as fair distribution of domesticduties. Looming potential catastropheA learning crisisexisted even before the pandemic, the Secretary-General said, as more than 250million children were out of school. Furthermore, only aquarter of secondary school children in developing countries were leavingschool with basic skills. “Now we face agenerational catastrophe that could waste untold human potential, underminedecades of progress, and exacerbate entrenched inequalities,” said Mr.Guterres. “The knock-on effects on child nutrition, child marriage and genderequality, among others, are deeply concerning.”
©UNICEF/Daniele Volpe Children work fromhome in Guatemala following guidelines received from the Ministry of Educationduring the COVID-19 pandemic. Back to schoolThe policy briefcalls for action in four key areas, starting with the re-opening of schoolsonce local transmission of COVID-19 is undercontrol. The UN chief alsocalled for greater investment in education, as low- and middle-income countrieshad already faced an annual funding gap of $1.5 trillion prior to the pandemic. “Education budgetsneed to be protected and increased,” he said. “And it is criticalthat education is at the heart of international solidarity efforts, from debtmanagement and stimulus packages to global humanitarian appeals and officialdevelopment assistance.” Education initiativesmust also seek to reach those at greatest risk of being left behind, hecontinued. They also should be sensitive to the specific challenges faced by girlsand boys, and women and men, while also addressing the digital divide. Quality education for allFor his finalrecommendation, the UN chief highlighted what he sees as the “generationalopportunity” to deliver quality education for all children, in line withthe SustainableDevelopment Goals (SDGs). The 17 goals, whichworld leaders adopted five years ago, provide a pathway to a more sustainablefuture that benefits both people and the planet. “To achieve this, weneed investment in digital literacy and infrastructure, an evolution towardslearning how to learn, a rejuvenation of life-long learning and strengthenedlinks between formal and non-formal education,” said Mr. Guterres. “And we need to drawon flexible delivery methods, digital technologies and modernized curriculawhile ensuring sustained support for teachers and communities.” |
