jordan pulse -

Dr. Izzat Jaradat

In my view, UNESCO’s periodic messages to those involved in education and human development serve several purposes. They aim to inform member states about the state of education both regionally and globally, address nations facing educational crises or challenges, and provide educators with insights to highlight and tackle national educational issues.

In its latest report, UNESCO revealed that 251 million school-age children remain out of school globally, with a marginal reduction of only 1% between 2015 and 2024. Of these, 110 million children are completely deprived of education. Similarly, school dropout rates have declined by just 1%, reflecting the limited impact of global efforts in addressing these critical challenges.

Low-income countries, in particular, struggle to enhance the quality of education due to insufficient funding for universal education and awareness initiatives. A significant gap exists between resource-rich and resource-poor nations, exacerbated by the burden of debt, as noted in UNESCO and World Bank reports. These countries must seek alternative funding sources to improve educational quality, placing added responsibility on educational and economic advisors.

For social development to continue and national objectives to be achieved, governments must prioritise education as a cornerstone of progress. Wealthier nations, too, have a role to play by supporting quality education projects in less fortunate countries through targeted programmes. Initiatives such as education for climate resilience, prosperity, and peace can combat hate speech and racial discrimination. Meanwhile, awareness campaigns on human rights and international investment in quality education remain essential.

Ultimately, quantitative education is a basic right owed to citizens, while quality education remains the key to advancing nations and fostering global solidarity.