Talk:Universal access to education

Wiki Education Foundation-supported course assignment
This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Sesanchez1.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 12:05, 17 January 2022 (UTC)

Mental Health System Abused
As an older student at Indiana State University, I was harassed for over a year in the classroom, with the full knowledge of the professors. The object being to promote an emotional reaction so that I could be put into a mental institution. The business people that benefit from a high student enrollment are very sensitive to anything that could hurt enrollment, as each student represents so many X dollars/year to the business community. This is a common way to keep the demographics constant at public universities. Individual students want to belong, and they want the approval from their professors. My estimate is that less than 1% of the student population would speak up against harassment of a fellow student if that student was of much older age and was seen as unwelcome by the professor in the classroom. 71.127.28.55 (talk) 00:57, 1 June 2010 (UTC)

Add information
I suggest adding this part to the section "access to education by law"

Experience has shown that negative effects, such as a decline in the quality of education, could result from a lack of system preparedness. This decline in quality could materialize through an increase in the ratio of pupils to trained teachers. The level of teacher preparedness and adequate training can also be weakened with a sudden expansion of education. Therefore, specific provisions and actions need to be planned in advance before adopting and implementing new legal rights frameworks and relevant legislation should include or accompany explicit allocation of necessary resources. At the regional level, Europe and North America have the highest proportion of countries enshrining 12 years of free education, followed by Latin America and the Caribbean, while Africa has the highest number of countries that do not enshrine free education. While more than 80% of countries in Africa have at least some years of compulsory education, only 57% have at least some years of free education. Countries guaranteeing 12 or more years of free education show the lowest average proportion of out-of-school children. In countries where free education is not enshrined in legislation, the rate of out-school children is more than three times higher than in countries guaranteeing at least 12 years of free education. While compulsory and free education both have an impact on the out-of-school rate, it is clear that the percentage of out-of-school children, adolescents and youth are the lowest when education is compulsory for at least nine years and free for at least 12.

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Compulsory and Free Pre-Primary Education
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Prior to primary education, the importance of early learning has also been highlighted. While early childhood care and education are not part of any international legally binding framework, it is a political commitment taken by the States within the Sustainable Development Goal 4. One quarter of States legally enshrine at least one year of compulsory and free pre-primary education and that 18% enshrine either compulsory or free education at this level. 24% of all countries legally guarantee free and compulsory pre-primary education, 56% do not. The provision of this level of education can also remove some of the barriers that prevent mothers from re-entering education and employment, and challenge stereotypes that child-rearing is the primary responsibility of women. This level of formal school is typically designed for children beginning at ages three, four or five and takes place before the start of primary school. At the regional level, Latin America and the Caribbean have the highest proportion of countries enshrining at least one year of compulsory and free pre-primary education. The Arab States have the lowest proportion of countries legally guaranteeing free and compulsory pre-primary education. Africa is the region with the highest proportion of countries that enshrine neither free nor compulsory pre-primary education.

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COVID-19
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The COVID education response has relatively neglected young children, with two-thirds of low- and middle-income countries reducing their public education budgets, hence reversing the hard-won gains for children, families, and communities in the field of early childhood education, nutrition, and health.

Lisa Rechelle (talk) 10:21, 4 May 2023 (UTC)