Education enables upward socioeconomic mobility and is a key to escaping poverty. Over the past decade, major progress was made towards increasing access to education and school enrollment rates at all levels, particularly for girls. Nevertheless, about 260 million children were still out of school in 2018 — nearly one fifth of the global population in that age group. And more than half of all children and adolescents worldwide are not meeting minimum proficiency standards in reading and mathematics.
In 2020, as the COVID-19 pandemic spread across the globe, a majority of countries announced the temporary closure of schools, impacting more than 91 per cent of students worldwide. By April 2020, close to 1.6 billion children and youth were out of school. And nearly 369 million children who rely on school meals needed to look to other sources for daily nutrition.
Never before have so many children been out of school at the same time, disrupting learning and upending lives, especially the most vulnerable and marginalised. The global pandemic has far-reaching consequences that may jeopardize hard won gains made in improving global education.
The majority of these children are in regions of sub-Saharan Africa and South Asia and within these countries, girls are at the greatest disadvantage in receiving access to education at the primary school age.
In most countries, it is compulsory for children to receive primary education although it is permissible for parents to provide it.
The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science, mathematics, geography, history and other social sciences.
Education is a crucial factor in ending global poverty. With education, employment opportunities are broadened, income levels are increased and maternal and child health is improved.
In developing countries throughout the world the educational context is characterized not by monolingual settings, but rather multilingual situations. Often children are asked to enroll in a primary school where the Medium of Instruction (MI) is not her home language, but rather the language of the government, or another dominant society.
Our scope of intent is to generate educationally oriented systems for the indigenous, underprivileged, marginalized inhabitants with a universally integrated curriculum composing of science, linguistics, liberal knowledge and technical applications.