के सभी प्रकाशन Anamika Singh . कोलकाता , भारत


Education For All

Education is the basic building block of every society. It is the single best investment countries can make to build prosperous, healthy and equitable societies. Article 26 of the 1948 Universal Declaration of Human Rights states that “Everyone has the right to education.” Today however, 57 million children remain out of school. Education is not only a right, but a passport to human development that opens doors and expands opportunities and freedoms. Sustainable Development Goal 4: Ensuring Inclusive, Equitable, and Quality Education and the Promotion of Lifelong Learning Opportunities for All, recognizes several impediments for universal education and attempts to address them through targets to increase the number of scholarships to students in developing nations and create educational facilities that are gender sensitive and disability inclusive.

Sustainable and shared economic development increasingly depends on the capacity of governments to implement policies targeted at marginalized groups and remove barriers to ongoing learning and entry into the labor market. Notwithstanding the significant achievements over the past decade, women and girls still have the least access to education and training, and specific policies are urgently needed to address these challenges.

Those who leave school at an early age are vulnerable to unemployment, poverty, early marriage, and pregnancy. Some of the factors that fuel drop-out rates include poverty, gender, disability, family catastrophes, war and conflict, as well as perceived low return on investment for education. Developing alternative learning opportunities that take into account these reasons for high drop-out rates are necessary to provide young people appropriate opportunities to consolidate their basic knowledge and competencies, and equip them with the relevant skills needed to obtain employment, become business owners and entrepreneurs or engage in other productive work.

Similarly, OECD data show that the already wide gap in earnings between people with higher education and those with lower levels actually grew during the global recession. And this phenomenon is no longer seen only in the industrialised world. In fact, the greatest earnings premium on higher education is now found in Brazil, where the financial advantage for highly educated workers is around three times that, on average, for workers with higher education degrees in OECD countries.

So, acquiring advanced skills offers a clear advantage. But not everyone can do so. It is deeply troubling that young people from disadvantaged families are greatly under-represented in third-level education. On average across OECD countries, the proportion of young people from such families who complete higher education is only around half as high as it would be if student numbers reflected the social makeup of the wider population. And this is just the average; in some countries the odds are as low as around a fifth. Conversely, a young person with at least one parent who has earned a degree is, on average, almost twice as likely to be in higher education compared with the proportion of these families in the population.Young people from poorer families are badly underrepresented in higher education. That risks exposing them to a lifetime of reduced earnings and undermines the foundations of wider economic growth. What can be done? Economically disadvantaged students benefit from a mix of grants and loans in third-level education, but they also need better support from the earliest years of their school careers.

The Great Recession showed clearly that no social group or country is totally immune from the impact of a major economic slowdown, no matter how high its levels of education. But it also showed that, even in times of economic crisis, high skill levels offer some of the best protection for both economies and individuals.

At the most basic level, it’s clear that having a higher level of education helped people to keep or change their jobs during the recession. For instance, between 2008 and 2010, the early years of the downturn, overall unemployment rates in the OECD area jumped from an already high 8.8% to 12.5%OECD data show that tertiary education creates large social benefits in the form of economic growth, social cohesion and citizenship values that justify public investment. Equally, in light of the very significant–and growing–private benefits of tertiary qualifications, individual graduates should be expected to bear some of the cost, too. The case for cost sharing is strongest when tight public budgets would otherwise lead to cuts in the number of tertiary students, a decline in the quality of instruction, or a decrease in the resources available to support disadvantaged students. Cost-sharing allows systems to continue to expand with no apparent sacrifice of instructional quality, and makes institutions more responsive to student needs. Institutions also become less reliant on taxpayers’ money and are able, within certain limits, to raise their own funds. The savings from these kinds of arrangements can be used to broaden access to tertiary education by expanding student support systems.

All things in moderation, however. Countries that rely solely on the market to determine the cost of higher education, such as the United States, often see tuition fees rise to such stratospheric levels that higher education becomes inaccessible to many prospective students. And that, in turn, undermines these countries’ own intentions of raising the level of their populations’ educational attainment. Thus, there is a case to be made for fee-stabilisation policies that contain costs.Education for all students is vital, everyone should go to schools and colleges to become successful people and help in the development of the country. People can lose everything but no one can lose knowledge, knowing any field can never be useless. Education for all is mandatory, every person in the world has a right to get an education, no one can take their right to get an education. Students will develop many skills important to living a good life like time management skills, problem-solving skills, thinking skills, learning skills, communication skills, and many more.

Every person in the world should at least know how to read, write, know basic maths, know how to speak English, have basic knowledge about science and the world, and more. We all know that people who have more knowledge are respected more, it is because they have good knowledge about their field. Everyone should have good knowledge about at least one field. Online learning will help students to learn new things daily, they can learn many things daily. Advancements in technology helped the education system to improve, online learning turned out to be the best method of providing education to students.Teachers can learn teaching skills with the help of online learning. Many people become successful with the help of online learning, everyone should take full advantage of online learning. Students can take online courses for improving their academic performance and skills. Education for all is necessary, it is beneficial for everyone.

If you want to provide students with the perfect learning environment where they can learn, grow and thrive, Teachmint’s school LMS is all you need. Visit the Teach mint website to learn more about our LMS and a lot more. Providing quality education for all is fundamental to creating a peaceful and prosperous world. Education gives people the knowledge and skills they need to stay healthy, get jobs and foster tolerance.

The COVID-19 outbreak, however, has caused a global education crisis. Most education systems in the world have been severely affected by education disruptions and have faced unprecedented challenges. School closures brought on by the pandemic have had devastating consequences for children’s learning and well-being.

It is estimated that 147 million children missed more than half of their in-class instruction over the past two years. This generation of children could lose a combined total of $17 trillion in lifetime earnings in present value.

  • School closures have affected girls, children from disadvantaged backgrounds, those living in rural areas, children with disabilities and children from ethnic minorities more than their peers.147 million children are estimated to have missed more than half of their in-class instruction over the past two years due to school closures caused by the COVID-19 pandemic. This generation of children could lose a combined total of $17 trillion in lifetime earnings in present value.
  • The proportion of young people completing upper secondary school increased from 54 per cent in 2015 to 58 per cent in 2020, with progress slowing from the preceding five-year period.
  • Data from 73 countries, mostly in the low- and middle-income bracket, indicate that between 2013 and 2021, about 7 in 10 children who were 3 and 4 years old are developmentally on track.
  • The participation rate in organized pre-school learning rose steadily in the years before the COVID-19 pandemic, from 69 per cent in 2010 to 75 per cent in 2020 but with considerable variation between countries.
  • Only 20 per cent of countries undertook significant measures to provide additional mental health and psychosocial support for students after school reopening.
  • Most countries have not achieved gender parity in the proportion of children meeting minimum learning proficiency standards in reading, and in the lower secondary completion rate.
  • In 2020, about one quarter of primary schools globally did not have access to basic services such as electricity, drinking water and basic sanitation facilities. Roughly 50 per cent of primary schools had access to facilities such as information and communications technology and disability-adapted infrastructure.
  • In 2020, there were about 12 million pre-primary schoolteachers, 33 million primary school teachers and 38 million secondary school teachers working in classrooms around the world, and 83 per cent of primary and secondary school teachers were trained.

Source: The Sustainable Development Goals Report 2022


The World Bank Group is the largest financier of education in the developing world, working in 90 countries and committed to helping them reach S DG4: access to inclusive and equitable quality education and lifelong learning opportunities for all by 2030.

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