UNESCO report paints gloomy picture about Salone’s education

September 9, 2016 By Alusine Sesay

The new Global Education Monitoring (GEM) Report by the United Nations Education, Scientific and Cultural Organization (UNESCO) has painted a gloomy picture about Sierra Leone’s future in achieving the Sustainable Development Goal 4 ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

According to the report, Sierra Leone was  currently expected to achieve universal education in 2095 and universal lower and upper secondary education in the 22nd century.

“In 2030, still more than three out of ten children will not be completing primary school in Sierra Leone,” the report stated.

The report emphasized that education systems need to ensure they are giving people vital skills and knowledge that can support the transition to greener industries, and find new solutions for environmental problems, adding that the approach also requires education to continue beyond the school walls, in communities and the workplace throughout adulthood.

“Yet only 4% in Sierra Leone have ever attended literacy programmes.
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It further emphasized the need for an urgent need for education systems to impart higher skills aligned with the needs of growing economies, where job skill sets are fast changing, many being automated.

The report added that on current trends and by 2020, there would be 40 million too few workers with tertiary education relative to demand.

“Investing in higher education is particularly crucial for growth in sub-Saharan Africa: increasing tertiary attainment by one year on average would increase its long-term GDP level by 16%. Yet, in 2014, only 8% were enrolled in tertiary education in the region, far below the second-lowest regional average, that of South and West Asia (23%), and the global average (34%).Only 1%  were   enrolled in tertiary education in Sierra Leone in 2014.”

According to the report ,inequality in education, interacting with wider disparities, heightens the risk of violence and conflict and that across 22 countries in sub-Saharan Africa, regions that have very low average education had a 50% chance of experiencing conflict within 21 years.

“In Sierra Leone, young people who had no education were nine times as likely to join rebel groups as those with at least secondary education. Governments should start taking inequalities seriously, tracking them by collecting information directly from families.”

The report, which shows the potential for education to propel progress towards all global goals outlined in the new 2030 agenda for sustainable development goals, underscored the need for a fundamental change.

“Education needs a major transformation to fulfill that potential and meet the current challenges facing humanity and the planet. There is an urgent need for progress in education to speed up. On current trends universal primary education in sub-Saharan Africa will be achieved in 2080; universal lower secondary completion in 2089; and universal upper secondary completion in 2099. This would leave the region 70 years late for the 2030 SDG deadline.”

The Report, Education for people and planet, shows the need for education systems to step up attention to environmental concerns. noting that in the majority of countries, education is the best indicator of climate change awareness, half of countries’ curricula worldwide do not explicitly mention climate change in their content.

Despite being one of the regions most affected by the effects of environmental change, according to the report, sub-Saharan Africa has far fewer mentions of sustainable development in its curricula in comparison with Latin America, Europe and North America.

“A fundamental change is needed in the way we think about education’s role in global development, because it has a catalytic impact on the well-being of individuals and the future of our planet,” said UNESCO Director-General, Irina Bokova.

“Now, more than ever, education has a responsibility to be in gear with 21st century challenges and aspirations, and foster the right types of values and skills that will lead to sustainable and inclusive growth, and peaceful living together.”

The report called the need for education systems to protect minority cultures and their associated languages, which contain vital information about the functioning of ecosystems, stating that about 40% of the global population are taught in a language they don’t understand.

Sub-Saharan African houses the most countries with the highest degree of linguistic diversity. If we want a greener planet, and sustainable futures for all, we must ask more from our education systems than just a transfer of knowledge. We need our schools and lifelong learning programmes to focus on economic, environmental and social perspectives that help nurture empowered, critical, mindful and competent citizens.” said Aaron Benavot, Director of the GEM Report.