Education is the transmission of knowledge and skills and the development of character traits. Formal education occurs within a structured institutional framework, such as public schools, following a curriculum.- Knowledge Acquisition: Learning facts, concepts, and information related to various subjects.
- Skill Development: Gaining practical abilities and competencies in areas like critical thinking, problem-solving, communication, and more.
- Value Formation: Internalizing ethical principles, social norms, and personal beliefs that guide behavior.
- Personal Growth: Fostering self-awareness, emotional intelligence, and overall well-being.
- Social Contribution: Preparing individuals to participate effectively in society, contribute to the economy, and address societal challenges.
Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation. Children—whether conceived among New Guinea tribespeople, the Renaissance Florentines, or the middle classes of Manhattan—are born without culture. Education is designed to guide them in learning a culture, molding their behaviour in the ways of adulthood, and directing them toward their eventual role in society. In the most primitive cultures, there is often little formal learning—little of what one would ordinarily call school or classes or teachers. Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher.
What progress have we made so far?
While progress has been made towards the 2030 education targets set by the United Nations, continued efforts are required to address persistent challenges and ensure that quality education is accessible to all, leaving no one behind.
Between 2015 and 2021, there was an increase in worldwide primary school completion, lower secondary completion, and upper secondary completion. Nevertheless, the progress made during this period was notably slower compared to the 15 years prior.
What challenges remain?
According to national education targets, the percentage of students attaining basic reading skills by the end of primary school is projected to rise from 51 per cent in 2015 to 67 per cent by 2030. However, an estimated 300 million children and young people will still lack basic numeracy and literacy skills by 2030.
Economic constraints, coupled with issues of learning outcomes and dropout rates, persist in marginalized areas, underscoring the need for continued global commitment to ensuring inclusive and equitable education for all. Low levels of information and communications technology (ICT) skills are also a major barrier to achieving universal and meaningful connectivity.
Where are people struggling the most to have access to education?
Sub-Saharan Africa faces the biggest challenges in providing schools with basic resources. The situation is extreme at the primary and lower secondary levels, where less than one-half of schools in sub-Saharan Africa have access to drinking water, electricity, computers and the Internet.
Inequalities will also worsen unless the digital divide – the gap between under-connected and highly digitalized countries – is not addressed.
Are there groups that have more difficult access to education?
Yes, women and girls are one of these groups. About 40 per cent of countries have not achieved gender parity in primary education. These disadvantages in education also translate into lack of access to skills and limited opportunities in the labour market for young women.
What can we do?
Ask our governments to place education as a priority in both policy and practice. Lobby our governments to make firm commitments to provide free primary school education to all, including vulnerable or marginalized groups.
