The unprecedented disruptions of the COVID-19 pandemic have weakened education systems across the world, and proliferating conflict and climate-related crises continue to disrupt the learning of an increasing number of children around the world. Nearly two-thirds of 10 year-olds in low and middle income countries are unable to read and understand basic texts, and without urgent action to improve literacy rates and protect education systems during emergencies, millions of children will be left behind.

As we mark the International Day of Literacy (8th September) and the International Day to Protect Education from Attack (9th September), it is important to recognise the essential role of reading in realising the right to education, and the need to protect and support education systems during crises to ensure that all children gain essential skills.

Why is this a worrying situation?

Foundational learning skills such as literacy and numeracy are building blocks for a life of learning. These skills are critical for opening doors for children to reach their fullest potential and grow up to be thoughtful, active, responsible and employable global citizens. 

In addition to the impact of COVID-19, learning losses have deepened due to disruptions caused by climate change and emergencies or conflicts as seen in places such as Palestine, Ukraine, Sudan and Democratic Republic of Congo. Children whose schools have been attacked or where violence is a barrier to attendance face additional challenges in gaining basic literacy skills.

Image: Fatima Yusuf / Unsplash

Achieving literary for all

Article 26 of the Universal Declaration of Human Rights states that everyone has the right to education. This means every child is entitled to access quality and inclusive education no matter their context. It is unfortunate that nearly eight decades after the adoption of the Universal Declaration of Human Rights, literacy rates are still deeply unequal.

A collective commitment is therefore crucial in addressing this threatening situation. Donor countries such as the UK must realise that investing in foundational learning should not be treated as a mere policy option, but a prerequisite for achieving a peaceful, prosperous, greener and fairer world.

Since 2015, the UK has supported close to 20 million children across 100 countries to access quality education. However, to sustain this level of global impact, we call on the UK government to recommit to investing in global education and sustainable financing through the following recommendations:

  • Meeting the Official Development Assistance (ODA) benchmark: ODA is government aid that promotes the economic development and welfare of developing countries. This was adopted by the Development Assistance Committee (DAC) as the standard for aid, of which the UK is a member. According to the 2022 ODA data, the UK was the 6th largest donor for education globally, but only 25th in its prioritisation of education. The UK spends about 3% of its ODA on education, which is below the 9% average spent by other OECD countries. The continuous decline in the UK’s ODA funding for education over the past 10 years not only affects the global reputation of the UK, but it diminishes foundational learning outcomes for millions of children everywhere. The UK must commit to progressively increase the percentage of ODA it dedicates to education in line with the international benchmark of 15%. It must also recognise education as life-saving and life-protecting in humanitarian responses and dedicate 10% of its humanitarian aid to education.
  • Non-ODA funding sources: The 2023 Global Education Monitoring Report estimates that low- and lower-middle-income countries have a funding gap of $100 million to meet education targets by 2030. Most funding for education comes from domestic resources, primarily through tax. However, the amount that countries can dedicate to education is severely limited by the small amount of money raised due to low-tax to GDP ratios and high levels of evasion from wealthy individuals and corporations. Many countries also spend more on paying back debt than they do on health and education combined, further constraining budgets. The UK has a unique role to play on the global stage in supporting reforms on tax and debt, as well as in reshaping the institutions that reinforce these issues so that more money can be raised for education.  
  • On multilateral approaches: Multilateral approaches, which bring countries together to make sure funding and initiatives are better coordinated, are critical for maximising impact and supporting more locally-led development. The UK should continue to ensure the full funding of multilateral funds such as the Global Partnership for Education and Education Cannot Wait. Through the Global Partnership for Education funding, children like 3-year-old Faizat Juma Hamisi from Zanzibar and 10-year-old Dham Mixay Phon from Laos who live in underserved communities can now read basic texts and solve simple maths problems. They love going to school because they also get to learn through playing. They are among the millions of children globally supported to gain foundational learning skills. Additionally, through Education Cannot Wait, safe spaces and learning resources in Sudan, Nigeria and other conflict-affected areas have been instrumental in strengthening education resilience. Their stories prove that education is an investment and a channel to a more prosperous future.

It is our collective responsibility to make the world more literate and protect education from attack by ensuring that the UK commits its fair share of the financial resources necessary to support every child in receiving a quality education.