Basic education is a basic human right and a social responsibility. Children benefit from this education in many ways, but many developing countries do not have the resources necessary to provide free education for children. The shadow economy, ineffective tax administration, and corruption can prevent governments from raising enough taxes to pay for free education. Even when a country does have enough funds, education resources are often not used effectively and don’t reach the schools.
Intergovernmental agencies, businesses, civil societies and individuals play a role in making sure that all children get good and free education
Providing a good education for all children is essential for upward social mobility and escaping poverty. While significant progress has been made in increasing school enrollment and access to education, there are still 260 million children around the world who are not enrolled in school. This represents about one-fifth of the world’s population in the age group of six to eleven. Around half of children and adolescents do not reach the minimum standards of reading and mathematics.
The United States Department of Education and other federal agencies play a vital role in ensuring that all children receive a quality education. Among these agencies are the National Center for Education Statistics and Student Participation in Community Service Activity. Individuals and businesses can also play a key role in ensuring that all children receive a quality education.
Organizing and paying for education
Organizing and paying for education for every kid across the country is an excellent idea. It can create a virtuous cycle of political accountability and democratic participation. The more educated people become, the more they will seek a more responsive government. However, existing regimes may oppose such a policy. They may think that user payments will reduce their political power. If you are planning to implement user payments in your country, consider how it would affect local governments.
Getting free education for every child is not a simple task. Not only is the cost prohibitive, but the demand for schooling is also limited. In many places, children stay out of school to work to supplement their families’ income or care for sick family members. In AIDS-affected areas, children stay home to help orphaned siblings. These opportunity costs can make free schooling unaffordable for many families, even in the most economically developed nations.
Gender disparities in access to education
Despite progress, gender disparities in access to education persist. They are evident in subjects taught, performance, and even in the cultural aspects of education. While these disparities have lessened in the last few years, the gap still exists across a wide range of dimensions, including literacy, numeracy, and enrolment rates. It is important to consider these differences in the context of larger social and economic conditions.
Globally, there are huge gender disparities in access to education. In the Arab Nations, Africa, and Sub-Saharan countries, girls make up nearly five-fifths of all children out of school. In addition, two-thirds of adults are illiterate, and 129 million girls are not in school. While the United States is making progress to close the gender gap, we can’t forget about our sisters in these regions. Gender disparities in access to education hinder women’s social and economic development.
Impact of school closures on students with disabilities
The COVID-19 school closures present a variety of challenges for children with disabilities. These circumstances raise unique questions about how schools can accommodate students with disabilities who need extra interventions. Schools can help parents better understand the situation and develop plans that meet their individual needs. In addition, this study provides a perspective on the challenges faced by students with disabilities. However, further research is needed to understand how school closures impact families and children.
Parents of children with disabilities report feeling isolated and frustrated when their children’s schools are closed. Many families have found that established connections helped them manage the stress during these events. Regular communication with teachers and other staff maintained the sense of belonging. Physical items from the school also helped students maintain a sense of connection. By prioritizing relationships with teachers and staff, schools can minimize the impact of school closures on students with disabilities and their families.
