As reported by the UN News Service, one in six school-aged children worldwide lacks access to education, and only two out of three students complete secondary education.
The report also indicates a slowdown in progress towards ensuring school attendance since 2015 in virtually all regions. More than 16% of children worldwide live in conflict zones, suggesting that the actual number of children not attending school significantly exceeds official figures.
The most serious situation is observed in the Middle East, where ongoing conflicts have closed many educational institutions, depriving millions of children of the opportunity to learn and increasing the risk of educational setbacks.
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Despite the existing challenges, the report also highlights positive achievements in education over recent years. Some countries have managed to reduce school absenteeism by 80% since 2000. For example, in Madagascar and Togo among children, as well as in Morocco and Vietnam among adolescents, and in Georgia and Turkey among youth.
In Azerbaijan, the share of five-year-old children receiving preschool education increased from 25% in 2016 to 92% in 2021, significantly narrowing the access gap between urban and rural areas.
Uzbekistan is also demonstrating successes: preschool enrollment has tripled over seven years, and government measures have helped eliminate disparities in access to kindergartens between the capital and other regions.
By 2024, the total number of students is expected to reach 1.4 billion, and global enrollment in primary and secondary education has increased by 30% since 2000. Access to preschool education has grown by 45%, and to post-secondary education by 161%. This allows us to claim that every 60 seconds, more than 25 children gain access to education. The gender gap in primary and secondary education has been virtually eliminated.
In China, access to higher education has also significantly increased: from 7% in 1999 to over 60% in 2024.
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The report emphasizes the growing commitment to the principles of inclusivity in educational systems worldwide.
In the countries of Eastern Europe, Central Asia, and the South Caucasus, there is a shift from the "medical model" of disability to inclusive educational approaches. According to the report, the proportion of children with disabilities studying in specialized institutions has decreased from 78% in 2005 to 29% in 2024.
It is emphasized that no single measure can ensure comprehensive access to education. A comprehensive approach is needed, taking into account local conditions and based on factual data.
