General
Poverty, illiteracy and early deaths await world’s most disadvantaged children: UNICEF
The State of the World’s Children, UNICEF’s annual flagship report, paints a stark picture of what is in store for the world’s poorest children if governments, donors, businesses and international organizations do not accelerate efforts to address their needs.
“Denying hundreds of millions of children a fair chance in life does more than threaten their futures – by fueling intergenerational cycles of disadvantage, it imperils the future of their societies,” said UNICEF Executive Director Anthony Lake. “We have a choice: Invest in these children now or allow our world to become still more unequal and divided.”
The report notes that significant progress has been made in saving children’s lives, getting children into school and lifting people out of poverty. Global under-five mortality rates have been more than halved since 1990, boys and girls attend primary school in equal numbers in 129 countries, and the number of people living in extreme poverty worldwide is almost half of what it was in the 1990s.
But this progress has been neither even nor fair, the report says. The poorest children are twice as likely to die before their fifth birthday and to be chronically malnourished than the richest. Across much of South Asia and sub-Saharan Africa, children born to mothers with no education are almost three times more likely to die before they are five than those born to mothers with a secondary education. And girls from the poorest households are twice as likely to marry as children than girls from the wealthiest households.
Although education plays a unique role in levelling the playing field for children, the number of children who do not attend school has increased since 2011, and a significant proportion of those who do go to school are not learning. Globally, about 124 million children today do not go to primary and lower-secondary school, and almost 2 in 5 who do finish primary school have not learned how to read, write or do simple arithmetic.
Acknowledging education to be one of the key instruments in promoting equity, the focus of the Report launch in India was on Education. Releasing the report, Louis-Georges Arsenault, Representative, UNICEF India said, “The early years are foundational and children who start behind, stay behind. There are long-term consequences, particularly for the most marginalised and disadvantaged children, when they enter school without a quality preschool education. And gaps between disadvantaged children and other children become harder to bridge at later points in their education.”
India has much to celebrate in the area of education, particularly in ensuring children’s access to school, through the Sarva Shiksha Abhiyan and implementation of the Right to Education Act. This is reflected in the near-universal enrolment in primary education and the steady decrease in numbers of out-of-school children. The number of out-of-school children between 6 to 13 years has declined from approximately 8 million in 2009 to 6 million in 2014. Yet challenges still remain. In India, out of the 74 million[1] children between 3-6 years, about 20 million were not attending any preschool education in 2014, and it is the children from the poorest families and marginalised communities who are often left behind[2].
The report points to evidence that investing in the most vulnerable children can yield immediate and long-term benefits. Globally, cash transfers, for example, have been shown to help children stay in school longer and advance to higher levels of education. On average, each additional year of education a child receives increases his or her adult earnings by about 10 per cent. And for each additional year of schooling completed, on average, by young adults in a country, that country’s poverty rates fall by 9 per cent.
Inequity is neither inevitable, nor insurmountable, the report argues. Better data on the most vulnerable children, integrated solutions to the challenges children face, innovative ways to address old problems, more equitable investment and increased involvement by communities – all these measures can help level the playing field for children.
Dr S. C Khuntia, Secretary, Department of School Education and Literacy, Ministry of Human Resource Development, Government of India, Dr Rajesh Kumar, Joint Secretary, Ministry of Women and Child Development, Government of India, Professor Shyam Menon, Vice Chancellor of Ambedkar University, Delhi, and several other dignitaries from the field of academics, policy, civil society, CSR heads and media were also present at the launch.
Three parallel sessions were also held after the launch, involving children from the Nine is Mine campaign, youth activists from Youth Ki Awaaz and top CSR heads emphasising that everyone has a role to play to make sure that every child can have a fair start in life. The ‘Fair Start’ film, unveiled recently as part of a UNICEF India led social media campaign, was also screened during the launch. The film focuses on persisting inequities that large groups of children in India face, affecting their survival, growth and development.