The UNICEF International Strategic Plan

Young people are ready to help and unite in solidarity. We are prepared to go on the ground to give our time and make long-lasting commitments to ensure change as much as possible.

Our team will set this initiative into action during the months of volunteering we have planned in Nepal from January 2022. After we have raised funds for UNICEF UK and UNICEF France and awareness for children around the world, the next step will be implementing our ideas. Children need us, and it is time for our team to be the change we want to see in the world!

One of the most discussed Goal Areas for the SP 2022-2025 is Goal Area 2: “EVERY CHILD LEARNS”. COVID-19 has affected nearly every aspect of children’s lives, but the most dramatic and most consequential affect has been on their education. Childhood education is at risk in every country, everywhere in the world. Today, 168 million children are still missing out on school, which signals a severe COVID-19 education crisis. Children are paying the price in their ability to read, write and do basic maths; in their ability to gain 21st Century digital skills; in their mental health and social development, as they miss out on friendships and daily interactions; and in their safety, as school closures leave them vulnerable to abuse, child marriage and child labour. One hundred and sixty-eight million children cannot go another year without access to in-person schooling. Without urgent action, this could easily carry on for more than two years. This will reverse decades of hard-won progress. There are significant gaps in education by the time many children have reached 15, indicating that some will enter adult life with far fewer skills than their peers. One question that UNICEF is addressing, for its International Strategic Plan 2022-2025, is the following: What drives educational inequality among children?

In rich countries, the largest share of inequalities in a child’s educational progress is linked to family background. These inequalities already exist when children enter preschool and persist throughout a child’s education. Parental occupation, migration background, gender, and differences between schools can impact the efficiency of a child’s education. As a solution to this, we are asking to spare no effort to keep schools open, that authorities put schools first in any local reopening plans and that any openings are done safely to mitigate any associated risks. Children experiencing world emergencies, natural disasters or armed conflicts should have access to education, especially girls, who are at greater risk by comparison.

In preparation for the SP discussions, the UNICEF ESCP members mentioned the problems that arose due to digital learning inequalities. In many under-developed countries, technology is not a primary focus. For example, only 11% of Nepal’s schools are earthquake resistant, therefore access to technology is not a priority. However, children experiencing natural disasters or armed conflicts have the same right to an education as every other child, so solutions must be found.

In Syria, UNICEF has started building emergency classrooms, as it has been experiencing bombings for the last seven years. Emergency classrooms are temporary solutions that permit children to go to school. As part of the SP, these emergency classrooms could also be used as “cyber-hubs” where children can learn how to work with technology.

Every child has the right to learn. Children should be capable of reading, writing and communicating well, but not all countries have the resources to provide this education. An idea that came up during the SP discussions is that UNICEF could develop a platform or a manual, tailored to each country, to help children embrace their full potential through learning and development. We see inspiring examples worldwide, ranging from sequenced openings in different parts of a country, to opening schools for different age groups, to new partnerships that deliver education to marginalised children. Furthermore, it is necessary to ensure that schools must be the last to close and the first to reopen in any lockdown situation. It is up to us to work with governments, teachers, and parents to provide every child with education, nutritious food, safety, and a fair chance in life. It is up to us to follow the evidence, which overwhelmingly indicates, that inequalities are more substantial today than ever before. Multiple UN partners are monitoring world health (WHO) and safety (NATO), but none of them monitor education. UNICEF can change this situation.