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Issues of Child Education in Developing nations

Do you know that the achievement of universal primary education from the year 2015 became one of the Millennium Development Goals? However, the goal is not achieved in many poor countries due to innumerable concerns and difficulties.



The core purpose of this article is to discover the issues penetrating developing countries with regards to child education. The ongoing COVID-19 pandemic has magnified this issue in developing nations due to the endless crisis and negative consequences endured daily. In the modern economic context, primary and secondary education remains an inaccessible right for millions around the globe.


Evidently, more than 72 million children are deprived of primary education and 759 million adults across the globe are illiterate and lack the awareness to improve their living conditions and those of the future generation to guide them towards success. An estimated 617 million children and adolescents were unable to meet minimum proficiency levels.




Many factors are contributing to the lack of quality education across the world, each factor will be described comprehensively. The major factors are;


  • Lack of finance


According to the Global Partnership for Education (GPE), only 20% of the total Foreign aid goes to low income developing nations, while the developed nations enjoy the bigger share by advancing their education facilities and programs. According to GPE’s extensive research, it will averagely cost around $1.25 a day per child to finance education in developing counties to offer 13 years of education.


Developing countries cannot depend upon their own sources of finance to fund the education system and programs in their country. Generally, they rely on foreign aids and donations to fund these type of programs as they live with a notion that it is non-essential as there are other various essential expenditures to consider to ensure the country’s well-being is enhanced with regards to food, water, and shelter.





It is speculated through GPE research that if each developing nation contributes towards investing 15 cents more per child, it will make a vast difference in the education system in developing nations. It is extrapolated that there is a $39 billion gap to providing quality education to all children by the end of 2030. Therefore, this council encourages developing nations to invest and allocate 20 per cent of their national budget to education and children welfare.


Lack of teachers


It is vital to have specialized and competent teachers to ensure the learning education system is effective and efficient. There is a common issue faced by all developing counties such as Somalia, Gaza, Syria and various other nations with regards to the lack of trained teachers to conduct universal primary and secondary education.





Therefore, these unfortunate children are deprived of one of the most necessities; primary education and secondary education. According to United Nations, it is estimated that 130 million children are attending school, however, they are not having access to basic skills such as writing, reading, and math.


The United Nations estimated that around 69 million new teachers must be employed to conduct universal primary and secondary education by 2030. Moreover, 25.8 million school teachers must be recruited to offer primary education alone. However, this is not current context taking place in several countries 1 out of 3 countries have less than three-quarters of teachers are trained and specialized according to national standards.


Lack of classrooms and learning materials

Learning materials and classrooms are two essential factors to commence education. Several nations across the world have zero budget allocated to these types of necessities.





World regions such as Sub-Saharan Africa are facing difficulties in the learning environment as children are squeezed into classrooms leading to highly overcrowded classrooms leading to other issues such as sicknesses and lower productivity.


These kids lack all the essentials such as books and stationeries to pen down theories to gain knowledge. For instance, in Malawi, there are around 130 children allocated per classroom in first grade.


These students do not have access to utilities, basic running water and hygiene levels are tremendously low. As a case in point, Tanzania has only a few reading books accessible for only 3.5 % of pupils, Cameron has only 1 textbook for 11 pupils and 13 pupils for mathematics textbooks. Moreover, teachers are also deprived of textbooks and other reading resources to enhance their knowledge about the new evolving concepts and trends in the corporate world.



According to Global Citizen Organization, increasing and enhancing access to education is like sowing a seed that can improve the overall health and longevity of an economy, society and global standards. Therefore, governments, international organizations, and institutions need to combat this social issue by formulating effective strategies and fostering the well-being of children by providing quality education accessible to everyone regardless of their financial state.



According to International Monetary Fund (IMF), immediate solutions must be implemented to eliminate and mitigate the consequences of depriving children of their common right to education. Children must be entitled to a free, quality basic primary and secondary education to sustain in the long run successfully.


These are basic solutions each government in developing nations can implement to mitigate the consequences and effects of lack of quality education in developing nations.


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About the author -


Aysha Arshad is a passionate individual with an aptitude for social entrepreneurship, content writing, and article writing. I regularly write about contemporary concepts in the business and technology fields. To read my future posts simply join our network.




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