Global Education

In a world facing a learning crisis, digital learning should be an essential service. UNICEF aims to have every child and young person – some 3.5 billion by 2030 – connected to world-class digital solutions that offer personalized learning. Readour latest global education strategy to see how UNICEF plans to help every child learn by 2030.

Inclusive Education

Today, since the culture of Canada is increasingly diverse, students may learn a variety of cultural norms, not only that of the dominant culture. We learn cultural expectations and norms, which are reinforced by our teachers, our textbooks, and our classmates. You might recall learning about the Canadian parliamentary process in a social studies course as well as learning when and how to speak up in class.

Literacy

More precisely, this chart plots the percentage-point difference in the likelihood of reporting to trust others, by education level of respondents. Those individuals with upper secondary or post-secondary non-tertiary education are taken as the reference group, so the percentage point difference is expressed in relation to this group. Governments around the world are nowadays widely perceived to be responsible for ensuring the provision of accessible quality education. The advancement of the idea to provide education for more and more children only began in the mid 19th century, when most of today’s industrialized countries started expanding primary education. Such a situation leads to social class reproduction, extensively studied by French sociologist Pierre Bourdieu. He researched how, parallel to economic capital , cultural capital, or the accumulation of cultural knowledge that helps one navigate a culture, alters the experiences and opportunities available to French students from different social classes.

Skills Development

The interactive map shows recent primary school attendance estimates for a selection of low and middle income countries in Africa, where the gaps between attendance and enrollment are largest. As we can see, low attendance rates are an important problem in sub-Saharan Africa – more so than enrollment figures suggest. In Niger, Chad and Liberia, estimates suggest that less than half of the school-aged children attend primary school. We promote and support the inclusion of IDP and refugee children and youth into formal education systems, so they can benefit from an accredited education that allows them to progress through all levels of the education system. A quality education provides children and young people with the skills and confidence they need to allow them to live lives that they have reason to value.

(Photo courtesy Thomas Ricker/flickr)The fulfillment of one’s education is closely linked to social class. Students of low socioeconomic status are generally not afforded the same opportunities as students of higher status, no matter how great their academic ability or desire to learn. For example, 25 of every 100 low-income Canadian 19-year-olds attend university compared to 46 of every 100 high-income Canadian 19-year-olds . Barriers like the cost of higher education, but also more subtle cultural cues, undermine the promise of education as a means of providing equality of opportunity. The modern Canadian educational system is the result of this progressive expansion of education.

Cutting Learning Poverty By Half

Exceptional students are often placed in accelerated programs in anticipation of successful university attendance. Other students are guided into vocational training programs with emphasis on shop and home economics. The chart uses OECD results from the Survey of Adult Skills to show how self-reported trust in others correlates with educational attainment.

Available evidence specifically on the importance of school inputs, suggests that learning outcomes may be more sensitive to improvements in the quality of teachers, than to improvements in class sizes. For youth in particular, a non-formal education should allow learners to develop the necessary skills, knowledge and attitudes that will allow them to find livelihood opportunities. Our undergraduates work shoulder to shoulder with faculty, tackle global challenges, pursue fundamental questions, and translate ideas into action.