UNICEF / PUBLIC EDUCATION FUNDING
17-Jan-2023
00:01:55
Children from the poorest households benefit the least from national public education funding, UNICEF said in a new report released today, while calling for additional – and more equitable – investment to lift millions of children out of a learning crisis. UNICEF
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STORY: UNICEF / PUBLIC EDUCATION FUNDING
TRT: 1:55
SOURCE: UNICEF
RESTRICTIONS: PLEASE CREDIT UNICEF ON SCREEN
LANGUAGES: NATS
DATELINE: SEE SHOTLIST
TRT: 1:55
SOURCE: UNICEF
RESTRICTIONS: PLEASE CREDIT UNICEF ON SCREEN
LANGUAGES: NATS
DATELINE: SEE SHOTLIST
SHOTLIST
11 MARCH 2021, AQAQA DISTRICT, TAIZZ GOVERNORATE, YEMEN
1. Med shot, children at home with school workbook
2. Med shot, child at home with school workbook
3. Med shot, child at home with school workbook
4. Close up, child reading school workbook
9 AUGUST 2022, ZADA-E-ALI VILLAGE, MOQUR DISTRICT, BADGHIS PROVINCE, AFGHANISTAN
5. Wide shot, children at home
6. Med shot, children at home with school workbook
7. Close up, child writing in school workbook
15-17 NOVEMBER 2022, MOPTI REGION, MALI
8. Wide shot, child walking through Socoura displacement camp
9. Wide shot, children in classroom
10. Med shot, teacher writing on blackboard
3-4 DECEMBER 2019, KAYA, BURKINA FASO
11. Wide shot, child writing in school workbook
12. Close up, child reading by torch light
13. Close up, child reading by torch light
14. Wide shot, children leaving home to school
15. Wide shot, children on their way to school
7 MAY 2018, PROGRESO, HONDURAS
16. Close up, child walks into his house to get schoolbooks
17. Med shot, child walks out of his house with his schoolbooks
18. Close up, child writes in his notebook
1. Med shot, children at home with school workbook
2. Med shot, child at home with school workbook
3. Med shot, child at home with school workbook
4. Close up, child reading school workbook
9 AUGUST 2022, ZADA-E-ALI VILLAGE, MOQUR DISTRICT, BADGHIS PROVINCE, AFGHANISTAN
5. Wide shot, children at home
6. Med shot, children at home with school workbook
7. Close up, child writing in school workbook
15-17 NOVEMBER 2022, MOPTI REGION, MALI
8. Wide shot, child walking through Socoura displacement camp
9. Wide shot, children in classroom
10. Med shot, teacher writing on blackboard
3-4 DECEMBER 2019, KAYA, BURKINA FASO
11. Wide shot, child writing in school workbook
12. Close up, child reading by torch light
13. Close up, child reading by torch light
14. Wide shot, children leaving home to school
15. Wide shot, children on their way to school
7 MAY 2018, PROGRESO, HONDURAS
16. Close up, child walks into his house to get schoolbooks
17. Med shot, child walks out of his house with his schoolbooks
18. Close up, child writes in his notebook
STORYLINE
Children from the poorest households benefit the least from national public education funding, UNICEF said in a new report released today, while calling for additional – and more equitable – investment to lift millions of children out of a learning crisis.
The report, Transforming Education with Equitable Financing, notes that on average, the poorest quintile of learners benefits from only 16 per cent of public funding for education, compared to the richest, who benefit from 28 per cent. Among low-income countries, only 11 per cent of public education funding goes to the poorest learners, while 42 per cent goes to the richest.
“We are failing children. Too many education systems around the world are investing the least in those children who need it the most,” said UNICEF Executive Director Catherine Russell. “Investing in the education of the poorest children is the most cost-effective way to ensure the future for children, communities and countries. True progress can only come when we invest in every child, everywhere.”
The report examines data on government spending across pre-primary, primary, secondary, and tertiary education from 102 countries. It found that a one percentage point increase in the allocation of public education resources to the poorest 20 per cent may pull 35 million primary school-aged children out of learning poverty. The study noted that around the world, public education spending is more likely to reach learners from wealthier households in both low- and middle-income countries.
The gap is most pronounced among low-income countries. In several examples, the data showed that learners from the richest households benefit from over six times the amount of public education funding compared to the poorest. Meanwhile, in middle-income countries, the richest learners in places like Côte d’Ivoire and Senegal receive around four times more public education spending than the poorest. Though the gap is smaller in high-income countries, with the richest usually benefitting from 1.1 to 1.6 times as much public education spending as the poorest, France and Uruguay fall at the higher end of the gap.
According to the report, children living in poverty are less likely to have access to school and drop out sooner. In addition, children from poor households are less represented in higher levels of education, which receive much higher public education spending per capita. They’re also more likely to live in remote and rural areas that are generally underserved and on the wrong side of the digital divide.
Even before the COVID-19 pandemic, education systems around the world were largely failing children, with hundreds of millions of students attending school but not grasping basic reading and mathematics skills. Recent estimates show that two-thirds of all 10-year-olds globally are unable to read and understand a simple story.
According to the report, a key step to addressing the learning crisis is for governments to provide equitable financing and prioritize public education resources, including increasingly focusing on foundational learning. This entails securing public funding for pre-primary and primary education for all and targeting the poor and marginalized at higher levels of education.
The report, Transforming Education with Equitable Financing, notes that on average, the poorest quintile of learners benefits from only 16 per cent of public funding for education, compared to the richest, who benefit from 28 per cent. Among low-income countries, only 11 per cent of public education funding goes to the poorest learners, while 42 per cent goes to the richest.
“We are failing children. Too many education systems around the world are investing the least in those children who need it the most,” said UNICEF Executive Director Catherine Russell. “Investing in the education of the poorest children is the most cost-effective way to ensure the future for children, communities and countries. True progress can only come when we invest in every child, everywhere.”
The report examines data on government spending across pre-primary, primary, secondary, and tertiary education from 102 countries. It found that a one percentage point increase in the allocation of public education resources to the poorest 20 per cent may pull 35 million primary school-aged children out of learning poverty. The study noted that around the world, public education spending is more likely to reach learners from wealthier households in both low- and middle-income countries.
The gap is most pronounced among low-income countries. In several examples, the data showed that learners from the richest households benefit from over six times the amount of public education funding compared to the poorest. Meanwhile, in middle-income countries, the richest learners in places like Côte d’Ivoire and Senegal receive around four times more public education spending than the poorest. Though the gap is smaller in high-income countries, with the richest usually benefitting from 1.1 to 1.6 times as much public education spending as the poorest, France and Uruguay fall at the higher end of the gap.
According to the report, children living in poverty are less likely to have access to school and drop out sooner. In addition, children from poor households are less represented in higher levels of education, which receive much higher public education spending per capita. They’re also more likely to live in remote and rural areas that are generally underserved and on the wrong side of the digital divide.
Even before the COVID-19 pandemic, education systems around the world were largely failing children, with hundreds of millions of students attending school but not grasping basic reading and mathematics skills. Recent estimates show that two-thirds of all 10-year-olds globally are unable to read and understand a simple story.
According to the report, a key step to addressing the learning crisis is for governments to provide equitable financing and prioritize public education resources, including increasingly focusing on foundational learning. This entails securing public funding for pre-primary and primary education for all and targeting the poor and marginalized at higher levels of education.
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