November 2016 - Education- pros and cons in our country.
What could be improved?
IMPORTANCE OF EDUCATION
EDUCATION is one of the main priorities of every society. The prime objective of education is to equip the next generation with skills and knowledge important for their productive lives. Young people should use their education in everyday life, to be able to manage their individual, as well as social activities.
European Union as well as United Nations set EDUCATION as the crucial priority – trying to ensure a prosperous, safe and sustainable future.
Questions to be discussed within the clubs:
- What are the pros and cons of our educational system? (plus short description – primary/secondary/university)
- Is the education in our country providing students with vital and important skills and knowledge for their future? Are you afraid of being unemployed after you finish your education?
- What could be done to improve the education in our country?
Recommended project structure:
- This topic is a part of your life, since you all take part in education
- In the meeting the topics should be discussed by the club. In the debate, answers for the 3 questions should be formed.
- A report from the debate should describe the discussion and its outcomes (including pictures).
- Club should manage an activity related to the topic (involving the club members, or also the school, city, region – based on the club possibilities). It can be an information campaign, survey, debate for public, video project, … whatever you come up with together.
- A report from the activity should sum it up (including pictures).
UNITED NATIONS – SUSTAINABLE DEVELOPMENT GOALS (main UN agenda) Goal 4: Ensure inclusive and quality education for all and promote lifelong learning
Obtaining a quality education is the foundation to improving people’s lives and sustainable development. Major progress has been made towards increasing access to education at all levels and increasing enrolment rates in schools particularly for women and girls. Basic literacy skills have improved tremendously, yet bolder efforts are needed to make even greater strides for achieving universal education goals. For example, the world has achieved equality in primary education between girls and boys, but few countries have achieved that target at all levels of education.
Facts and figures:
- Enrolment in primary education in developing countries has reached 91 per cent but 57 million children remain out of school
- More than half of children that have not enrolled in school live in sub-Saharan Africa
- An estimated 50 per cent of out-of-school children of primary school age live in conflict-affected areas
- 103 million youth worldwide lack basic literacy skills, and more than 60 per cent of them are women
- By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
- By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
- By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
- By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
- By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
- By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
- By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
- Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
- By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
- By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
What is the EU’s role in education & training?
Each EU country is responsible for its own education and training systems. EU policy is designed to support national action and help address common challenges, such as ageing societies, skills deficits in the workforce, technological developments and global competition. Education and training 2020 (ET 2020) is the framework for cooperation in education and training.
ET 2020 is a forum for exchanges of best practices, mutual learning, gathering and dissemination of information and evidence of what works, as well as advice and support for policy reforms.
In order to ensure the successful implementation of ET 2020, Working Groups composed of experts nominated by member countries and other key stakeholders work on common EU-level tools and policy guidance.
Funding for policy support and innovative projects is available through Erasmus+ for activities that promote learning and education at all levels and for all age groups.
In 2009, ET 2020 set four common EU objectives to address challenges in education and training systems by 2020:
- Making lifelong learning and mobility a reality
- Improving the quality and efficiency of education and training
- Promoting equity, social cohesion, and active citizenship
- Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.
The following EU benchmarks for 2020 have been set for education:
- At least 95% of children (from 4 to compulsory school age) should participate in early childhood education
- fewer than 15% of 15-year-olds should be under-skilled in reading, mathematics and science
- the rate of early leavers from education and training aged 18-24 should be below 10%
- at least 40% of people aged 30-34 should have completed some form of higher education
- at least 15% of adults should participate in lifelong learning
- at least 20% of higher education graduates and 6% of 18-34 year-olds with an initial vocational qualification should have spent some time studying or training abroad
- the share of employed graduates (aged 20-34 with at least upper secondary education attainment and having left education 1-3 years ago) should be at least 82%.
Youth unemployment rate in Europe
Unemployment is a crucial economic factor for a country; youth unemployment is often examined separately because it tends to be higher than unemployment in older age groups. It comprises the unemployment figures of a country’s labor force aged 15 to 24 years old (i.e. the earliest point at which mandatory school education ends). Typically, teenagers and those in their twenties who are fresh out of education do not find jobs right away, especially if the country’s economy is experiencing difficulties, as can be seen above. Additionally, it also tends to be higher in emerging markets than in industrialized nations. Worldwide, youth unemployment figures have not changed significantly over the last decade, nor are they expected to improve in the next few years.
Youth unemployment is most prevalent in the Middle East and North Africa, even though these regions report high unemployment figures regardless (Zimbabwe and Turkmenistan are among the countries with the highest unemployment rates in the world, for example), and are also highly populated areas with a rather weak infrastructure, compared to industrialized regions.
In the European Union and the euro area, unemployment in general has been on the rise since 2008, which is due to the economic crisis which caused bankruptcy and financial trouble for many employers, and thus led to considerable job loss, less job offerings, and consequently, to a rise of the unemployment rate. Older workers are struggling to find new jobs despite their experience, and young graduates are struggling to find new jobs, because they have none. All in all, the number of unemployed persons worldwide is projected to rise, this is not down to the economic crisis alone, but also the industrial automation of processes previously performed by workers, as well as rising population figures.