Quality Education

Reflecting, or thinking about one’s own thinking, is understood by the Learning for Well-Being Foundation as one of the possible core capacities which may influence well-being in children. This study explores the academic literature for theoretical and empirical evidence in support of this conceptualization. Drawing from a multidisciplinary evidence base, what is the empirical and theoretical evidence of children’s reflecting and how does it interact with overall well-being throughout childhood? The objectives of the review are to map the evidence of the development of reflecting in children, describe possible gaps in the literature and search whether any studies explore reflecting as a core capacity, or study the relationship between reflecting and child well-being. In doing so this paper focuses on the possibly diverse development of the core capacity in children, on the capacity in parents, teachers and other caregivers and the role they play in the development of the core capacity, and on the evidence from the academic literature.

Malagasy adolescents face severe challenges in accessing and completing basic education. Among those students who complete the primary cycle, one in four does not transition into lower secondary school. Economic constraints among vulnerable households coupled with low-quality education result in widespread dropout and poor learning outcomes. Acknowledging these multidimensional barriers, UNICEF Madagascar leveraged funds from the Let us Learn (LUL) programme to implement a two-pronged strategy to support Malagasy children in accessing and continuing lower secondary school. The Catch-up Classes provide out-of-school adolescents with a learning pathway to build the foundational literacy and numeracy skills they need to resume studying in formal school. Conditional cash transfers target families with children who are at risk of abandoning school after completing the primary cycle. This brief builds on programme monitoring data, impact evaluations and qualitative insights from the field to highlight lessons learnt and actionable recommendations for accessing and continuing vulnerable children’s secondary education.

In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 (coronavirus) has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries. The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during Covid-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school.

The prevalence of school-related violence and, in particular, bullying is not a new or isolated phenomenon, nor is it limited to certain schools or countries. Abundant evidence indicates that bullying is widespread and has a negative impact on educational outcomes. Children who are victims of bullying can also be affected emotionally and physically in both the short and long terms. Evidence from low- and middle-income countries on bullying is less extensive when compared to the evidence available on predictors and effects of bullying from high-income countries. However, some findings for the Latin American and Caribbean region seem to suggest a similar picture, with a high prevalence of bullying victimization and association to lower reading scores in different subjects tested. This working paper first uses data from UNESCO’s Third Regional Comparative and Explanatory Study for nationally representative samples of sixth grade students to determine the prevalence of bullying and its association to learning outcomes in 15 countries of the LAC region. It then looks at interventions to mitigate the impacts of violence.

The COVID-19 pandemic has disrupted every aspect of society. In mid-April 2020, 192 countries had closed their schools, putting 9 out of 10 enrolled children out of school. These closures disproportionately affected marginalized children, worsening existing inequities across education systems worldwide. This brief draws on the experience of five UNICEF education country programmes supported by the Let Us Learn (LUL) initiative, to document tangible lessons in adapting education programmes to support the most marginalized children during school and learning centre closures. The evidence in this brief stems from a series of semi-structured interviews with Education and Child Protection specialists, as well as a document review of available COVID-19 response studies, in the five LUL-supported UNICEF Country Offices.

Building on the Transforming Education Summit and the report of the International Commission on the Futures of Education, the present policy brief examines the current crisis in education in more detail and puts forward a vision and a set of guiding actions for countries and the international community to transform education. The Summit of the Future, to be held in 2024, is an opportunity to agree on multilateral solutions for a better tomorrow, strengthening global governance for both present and future generations. The right to education and lifelong learning is at the very heart of the 2030 Agenda for Sustainable Development because education, knowledge and learning are central to the dignity, growth and development of the individual. For centuries, education has been the great equalizer, a driving force of nation-building, and the engine of social, cultural, economic and technological progress. Today, however, beset by twin crises of equity and relevance, education as we know it is no longer fit for purpose.

Education is a key determinant of levels and trends of fertility, mortality and migration. In turn, coverage and investment in education are influenced by the rate of growth and the age structure of the population. Education and training over the life course are critically important to sustain socioeconomic development, especially in modern economies increasingly driven by innovation and productivity growth. From a macroeconomic perspective, a well-trained and well-educated workforce reinforces the positive impacts of the demographic dividend and tempers the fiscal and economic challenges associated with rapidly ageing populations, while contributing to the achievement of various Sustainable Development Goals and to the realization of the Vision Statement of the Secretary-General on Transforming Education. This policy brief summarizes some policy implications in these and other interlinkages between population, education, and sustainable development.

Sobre la base de la Cumbre sobre la Transformación de la Educación y el informe de la Comisión Internacional sobre los Futuros de la Educación, el presente informe de políticas examina con más detalle la crisis actual de la educación y propone unas ideas y una serie de medidas orientativas para que los países y la comunidad internacional transformen la educación. El derecho a la educación y al aprendizaje permanente es una parte esencial de la Agenda 2030 para el Desarrollo Sostenible porque la educación, el conocimiento y el aprendizaje son fundamentales para la dignidad, el crecimiento y el desarrollo de la persona. Durante siglos, la educación ha sido la gran igualadora, la fuerza motriz de la construcción nacional y el motor del progreso social, cultural, económico y tecnológico. Sin embargo, en la actualidad, acosada por una doble crisis de equidad y pertinencia, la educación tal y como la conocemos ya no es idónea.

在教育变革峰会和“教育的未来”国际委员会报告的基础上，本政策简报更详细地审查了当前的教育危机，并为各国和国际社会实现教育变革提出了愿景和一系列指导行动。受教育权和终身学习的权利是《2030 年可持续发展议程》的核心，因为教育、知识和学习对个人尊严、成长和发展至关重要。几个世纪以来，教育一直是促进平等的一个重要工具，是国家建设的推动力，也是社会、文化、经济和技术进步的引擎。然而，今天， 在公平性和相关性双重危机的困扰下，我们所熟知的教育已不再适合目的。

Population ageing is a global phenomenon, a shift towards an increasing share of older persons in the population. Even the least developed countries (LDCs) are beginning to experience the progressive ageing of their populations, and this process is expected to accelerate during the second half of the current century (United Nations, 2023). Despite its far-reaching consequences, the emergence of this trend in LDCs has attracted only limited attention from both national policymakers and the international community. Most LDCs are still early in the decades-long process of population ageing, which is a direct consequence of the demographic transition towards longer lives and smaller families. Population ageing begins with a slowdown in the growth of the younger population but eventually involves the rapid growth of the older population. Early in this process, countries have an opportunity to benefit from the demographic dividend – a faster rate of economic growth on a per capita basis due to an increasing share of the working age population (and thus a falling dependency ratio) caused by a sustained decline in the fertility level. Although temporary, this opportunity often lasts for several decades. It comes to an end once the older population begins to grow more rapidly, leading to a rising old-age dependency ratio. Preparing for population ageing in LDCs will be critical for achieving sustainable development and ensuring that no one is left behind. Maximizing the benefits from the demographic dividend will provide an opportunity for these countries to develop economically before their populations become much older. It is also consistent with a pledge of “working together to support the acceleration of the demographic transition, where relevant”, as agreed in the Doha Programme of Action for the Least Developed Countries for the Decade 2022–2031 (United Nations, 2022).