Education is integral to the inclusive, peaceful and sustained development of a society. If education is equitable and of good quality, it can ensure the participation of marginalised groups in the development process more broadly,... more
Education is integral to the inclusive, peaceful and sustained development of a society. If education is equitable and of good quality, it can ensure the participation of marginalised groups in the development process more broadly, thereby reducing social inequalities. Without attention paid to equitable access, learning opportunities and quality learning outcomes, education can entrench existing inequalities within societies. To create more inclusive and just societies, it is thus crucial to leave no one behind (LNOB) in education. While the right to education is recognised as a universal human right, an estimated 262 million school-age children, adolescents and youth (between 6 and 17 years) were denied this right in 2017. This means one in every five school-age children, adolescents and youth are out of school. At primary school level, some 64 million 6 to 11-year old children are not in school. Some 61 million adolescents aged 12 to 14 years are not enrolled in lower secondary school. At upper secondary school level, some 139 million youth between the ages of 15 to 17 are out of school. These figures are increasing as the fast growing youth population, particularly in least developed countries, is adding pressure on already weak education systems.
1. The most important factor influencing education is income: A doubling in income could raise enrolment by some 34%. 2. Income, job location and education of the head of the household significantly affect the duration of schooling of... more
1. The most important factor influencing education is income: A doubling in income could raise enrolment by some 34%.
2. Income, job location and education of the head of the household significantly affect the duration of schooling of children.
3. Families educate their children as they get relatively affluent. However, the magnitude of elasticity is rather small, implying that there is a base demand for education, which tends to vary only slightly around this base. In the ultimate analysis, people should have a minimum standard of living (minimum income) to ensure entry and continuation in education, and a forward-looking life for their children.
4. As long as there is poverty and/or the benefits of development do not reach the larger masses, the demand for education will stay limited. Consequently, a significant proportion of the next generation will remain ill/un educated/schooled and socio-economically weak, resulting in perpetuation of poverty through generations.
5. Deprived children are not a homogeneous group. Different groups require different policy and programme responses.
