"An education that prepares learners for life after school" I would really love to see this. In my country, we are trained to seek jobs, so may graduates are frustrated by the education system. Most of them end up studying by staying in school all their lives as a defense mechanism. Our education needs to teach the mind, heart and hands for us to be a bit more successful.
“Education is the passport to the future.” But what if some passports are better than others, giving the holder access to better schools and teachers and, in turn, a more prosperous future? These inequalities have been around long before Covid-19, and yet, the pandemic has both exacerbated them and made them more visible. While the standard of education varies greatly globally, education inequality happens at the local level in all countries. For example, only four out of every 100 children in Africa is expected to enter a graduate and postgraduate institution, compared to 14 out of 100 in South and West Asia and 36 out of 100 in Latin America. Even in developed countries, the quality of schooling can differ greatly, whether rich or poor. High national wealth then, is no guarantee of high equality. The U.K., Germany and the U.S. are among the richest countries in the world, but all three rank poorly on an educational inequality league table of 41 of the world’s richest countries.
By the middle of secondary school, educational inequalities are worse than in other countries with much smaller economies such as Latvia, Spain and Estonia. However, research has shown that child development is linked with income. Unsurprisingly, the U.S. and the U.K. have some of the highest levels of income inequality among OECD countries. In the U.K., there has been a significant lack of social mobility since 1945. As wealth inequality has remained high, there hasn’t been much change in how well British children are doing at school. In a 2019 report by the education coalition Fair Education Alliance, pupils from disadvantaged backgrounds in the U.K. lag their peers by more than 8 months in reading, writing and maths by age 11. Children from persistently disadvantaged backgrounds are 22 months behind, by the time they finish their school career.