World Leaders Seek to Improve Basic Learning Skills

Before a child can read a book, they must know how to read a sentence. Before they can read a sentence, they must know how to read individual words. And before they can read words, they must know letters and learn the alphabet.

To be successful at reading or in any subject at school, students must start with learning the most basic knowledge. And many students around the world are not learning these basic skills, also called foundational learning. The problem and possible solutions were recently discussed at the United Nations' Transforming Education Summit¹. Conference attendees said that while the problem already existed before the COVID-19 pandemic, the health crisis² made it worse.

"This is a global learning crisis," said UNICEF director Catherine Russell. "Millions of children are still out of school. And millions of children are in school ... but not learning the basic skills."

UNICEF found that two out of every three children around the world cannot read and understand a simple story by age 10. This was a 12 percent increase since before the pandemic. Three-quarters of children by grade four also do not have basic math skills.

In poorer countries, the numbers are even worse. Just one in 10 children in sub-Saharan Africa have basic reading skills by grade three.

"Learning poverty fuels economic poverty," Russell said.

UNICEF found that long school closures during the pandemic greatly worsened educational inequality around the world. Millions of children left the educational system during the pandemic, and many still have not returned to the classroom. In 2021, UNICEF estimated that 244 million children between the ages of 6 and 18 were out of school.

Ibrahim Natatou is the secretary of education of Niger. "This is not the same situation in developed countries," he told the UN meeting. "For us it's a disaster."

Natatou said Niger and other sub-Saharan African countries are currently³ at war, which adds to the current educational system problems. He said there is also a lack of good teachers. Natatou noted⁴ that 57 percent of primary school teachers in Niger do not have good writing and reading skills, and schools are often in poor condition.

Despite these very large global difficulties, leaders see the pandemic as a chance to change education for the better. As a part of the meeting, the U.N., World Bank and other organizations urged governments to take action on the foundational learning crisis. Countries like the U.S., Britain, Sierra Leone, Egypt and Bulgaria have come together to sign a promise to improve foundational learning.

Eleonora Villegas-Reimers is an education expert at Boston University. She said, "We are dealing⁵ with the pandemic still, but it's a very, very important opportunity for us to transform education." She added, "Governments around the world have been asked to take a stand and commit to ensure children develop foundational skills."

In Niger, Natatou said there has already been some progress. More training and support have been provided to teachers. And, officials are working to get computers to all students across the country.

Julius Maada Bio is the president of Sierra Leone. He said his country has been able to increase school enrollment⁷ by 50 percent through its free quality education program. He also said more girls and children from poor and rural areas are now attending school. Maada Bio added that schools across the country are now providing children with free warm meals as well.

"We owe our children a future of promise, where as productive⁸ citizens we continue to build inclusive⁹, equitable¹⁰ and peaceful societies," he said.

Words in This Story

global — adj. involving the entire world

opportunity — n. an amount of time or a situation in which something can be done

transform — v. to change completely and usually in a good way

commit — v. to say that someone will definitely do something

enroll⁶ — v. to become a member or participant

inclusive — adj. covering or including everything

1 summit   

n.最高点，峰顶；最高级会议；极点

参考例句：

• They climbed up the mountain and reached the summit.他们爬山，最终达到了山顶。
• The summit of the mountain is lost in the cloud and mist.山顶隐没在云雾之中。

2 crisis   

n.危机，危急关头，决定性时刻，关键阶段

参考例句：

• He had proved that he could be relied on in a crisis.他已表明，在紧要关头他是可以信赖的。
• The topic today centers about the crisis in the Middle East.今天课题的中心是中东危机。

3 currently   

adv.通常地，普遍地，当前

参考例句：

• Currently it is not possible to reconcile this conflicting evidence.当前还未有可能去解释这一矛盾的例证。
• Our contracts are currently under review.我们的合同正在复查。

4 noted   

adj.著名的，知名的

参考例句：

• The local hotel is noted for its good table.当地的那家酒店以餐食精美而著称。
• Jim is noted for arriving late for work.吉姆上班迟到出了名。

5 dealing   

n.经商方法，待人态度

参考例句：

• This store has an excellent reputation for fair dealing.该商店因买卖公道而享有极高的声誉。
• His fair dealing earned our confidence.他的诚实的行为获得我们的信任。

6 enroll   

v.招收；登记；入学；参军；成为会员（英)enrol

参考例句：

• I should like to enroll all my children in the swimming class.我愿意让我的孩子们都参加游泳班。
• They enroll him as a member of the club.他们吸收他为俱乐部会员。

7 enrollment   

n.注册或登记的人数；登记

参考例句：

• You will be given a reading list at enrollment.注册时你会收到一份阅读书目。
• I just got the enrollment notice from Fudan University.我刚刚接到复旦大学的入学通知书。

8 productive   

adj.能生产的，有生产价值的，多产的

参考例句：

• We had a productive meeting that solved some problems.我们开了一个富有成效的会议，解决了一些问题。
• Science and technology are part of the productive forces.科学技术是生产力。

9 inclusive   

adj.(of)包括的，包含的；范围广的

参考例句：

• The bill is inclusive of the food and lodging.账单包括吃、住费用。
• It's an all inclusive price;there is nothing extra to pay.这是一个包罗一切的价格，不需再额外付款了。

10 equitable   

adj.公平的；公正的

参考例句：

• This is an equitable solution to the dispute. 这是对该项争议的公正解决。
• Paying a person what he has earned is equitable. 酬其应得,乃公平之事。