![]() In 10 low- and middle-income countries, children with disabilities were 19per cent less likely to achieve minimum proficiency in reading than those without disabilities.Half of the global illiterate population lives in South Asia, and a quarter live in sub-Saharan Africa. Some 750 million adults – two thirds of them women – remained illiterate in 2016.617 million youth worldwide lack basic mathematics and literacy skills.More than half of children that have not enrolled in school live in sub-Saharan Africa, and more than 85 per cent of children in sub-Saharan Africa are not learning the minimum.Before the coronavirus crisis, the proportion of children and youth out of primary and secondary school had declined from 26 per cent in 2000 to 19 per cent in 2010 and 17 per cent in 2018.Before the coronavirus crisis, projections showed that more than 200 million children would be out of school, and only 60 per cent of young people would be completing upper secondary education in 2030.UNICEF also scaled up its work in 145 low- and middle-income countries to support governments and education partners in developing plans for a rapid, system-wide response including alternative learning programmes and mental health support. Facilitate the return of students to school when they reopen to avoid an upsurge in dropout rates.Ensure coordinated responses and avoid overlapping efforts.Seek equitable solutions and universal access.Help countries in mobilizing resources and implementing innovative and context-appropriate solutions to provide education remotely, leveraging hi-tech, low-tech and no-tech approaches.Specifically, the Global Education Coalition aims to : Together they help countries tackle content and connectivity gaps, and facilitate inclusive learning opportunities for children and youth during this period of sudden and unprecedented educational disruption. To protect the well-being of children and ensure they have access to continued learning, UNESCO in March 2020 launched the COVID-19 Global Education Coalition, a multi-sector partnership between the UN family, civil society organizations, media and IT partners to design and deploy innovative solutions. In an effort to foster international collaboration and ensure that education never stops, UNESCO is mounting a response with a set of initiatives that include the global monitoring of national and localized school closures. The global pandemic has far-reaching consequences that may jeopardize hard won gains made in improving global education. Never before have so many children been out of school at the same time, disrupting learning and upending lives, especially the most vulnerable and marginalised. And nearly 369 million children who rely on school meals needed to look to other sources for daily nutrition. By April 2020, close to 1.6 billion children and youth were out of school. In 2020, as the COVID-19 pandemic spread across the globe, a majority of countries announced the temporary closure of schools, impacting more than 91 per cent of students worldwide. And more than half of all children and adolescents worldwide are not meeting minimum proficiency standards in reading and mathematics. Nevertheless, about 260 million children were still out of school in 2018 - nearly one fifth of the global population in that age group. Over the past decade, major progress was made towards increasing access to education and school enrollment rates at all levels, particularly for girls. Education enables upward socioeconomic mobility and is a key to escaping poverty.
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