GLOBAL EDUCATION CRISIS

GLOBAL EDUCATION CRISIS

Why in News?

• The UNESCO Global Education Monitoring (GEM) Report, released on June 15, 2025, reveals that 272 million children and youth are currently out of school worldwide.
• This marks an increase of over 21 million compared to the last estimate. The report highlights a major concern regarding the global effort to meet Sustainable Development Goal 4 (SDG 4) — ensuring quality education for all by 2030.
• It also warns that most countries are not on track to meet their national education targets by 2025.

OUT OF SCHOOL DISTRIBUTION BY AGE GROUP

• The numbers increase with age, indicating growing dropouts at higher levels of education.

REASONS

a) Improved Enrolment and Attendance Data

• Accounts for 8 million of the increase (about 38%).
• Better data collection has resulted in more accurate, higher counts of out-of-school children.
• For example, the ban on girls’ secondary education in Afghanistan since 2021 is a significant contributor.

b) Updated UN Population Estimates

• Accounts for 13 million of the increase (62%).
• The 2024 UN World Population Prospects showed a 49 million (3.1%) increase in the number of 6–17-year-olds.
• This increase in population naturally raises the total number of children out of school, especially when enrolment has not improved proportionally.

HOW POPULATION UPDATES IMPACT ESTIMATES?

• If enrolment data comes from administrative sources (like school records), the full increase in school-age population is added to the out-of-school estimate.
• If enrolment data comes from household surveys, the increased population is split between those in and out of school, depending on past trends.

PROGRESS TOWARDS SDG 4 & NATIONAL EDUCATION TARGETS

To “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030.

• Countries committed to reducing the global out-of-school population by 165 million by 2030.

Projected Shortfall by 2025:

• Countries are expected to fall 75 million short of their national targets.

• These gaps indicate that most countries are not on pace to achieve SDG 4 within the next five years.

Underestimated Impact of Conflicts and Emergencies

Key Challenges:

• Conflict zones often lack reliable data on education.
• The model assumes stable school progression, which does not apply in crisis situations.
• As a result, the true number of out-of-school children in conflict-affected areas is likely higher than reported.

Methodology of the GEM Report

• The figures are based on a statistical model that ensures consistency in trends across countries and regions.

Data Sources Used:

• Administrative data (from education ministries)
• Survey data (e.g., DHS, MICS)
• Census data

Features of the Model:

• Reconciles inconsistencies between data sources.
• Fills gaps where yearly data is missing.
• Makes short-term projections to estimate current numbers.

KEY CONCERNS & RECOMMENDATIONS

Key Concerns:

• A large number of out-of-school children means a loss of human potential and slower development.
• Vulnerable groups (girls, disabled children, refugees, and those in remote/conflict areas) are the most affected.
• Inequality is widening, and cycles of poverty are likely to continue.

Recommendations:

• Increase education funding, especially for marginalized groups.
• Strengthen data systems, particularly in fragile and conflict-affected areas.
• Adopt inclusive policies to remove barriers to education.
• Implement emergency education responses to maintain learning during crises.
• Enhance global cooperation to help high-burden countries meet their education goals.

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