We urge governments to invest in early childhood so that no child is left behind," said Rada Noeva, Deputy Regional Director in charge of UNICEF's Regional Office for Latin America and the Caribbean (UNICEF LACRO).
However, since the onset of the pandemic, we have observed how early childhood has not been prioritized, putting these gains at risk. "Between 20, enrollment in pre-primary education (zero to two years) increased by 2.1 million children, a faster pace than in previous years. On the other hand, between 20, the proportion of over-age students at the primary level fell from 14.4% to 7.8%, while in lower secondary education it fell from 18.0% to 13.0% between 20.īy 2019, the gross enrollment rate of pre-primary education (from age three to start of primary school) was 77.5%, with steady growth over the last twenty years. Completion of secondary education has also improved, especially among the most vulnerable groups. Access to pre-primary education has increased, especially in rural areas and in the lowest income quintile of the population. The second trend illustrates a more recent improvement in certain educational indicators, combined with a reduction in inequalities. For example, in the last ten years, the number of illiterate people fallen by 7.7 million, although in rural areas 12.8% of the young and adult population is still illiterate.Ĭlaudia Uribe, director of OREALC/UNESCO Santiago, mentions that : "The evidence shows some positive news, but reinforces the pressing need for greater investment and state capacities to lead the improvement and systemic transformation of education to accelerate progress on the educational goals set in 2015.” The first trend expresses the continuity in the general growth of educational levels of the population, evident in the increase in adult literacy levels and the highest educational level achieved by the population, indicators that have been advancing steadily for decades. The first two highlight positive aspects in the evolution of various relevant education indicators. The publication summarizes five major regional trends during the 2015-2021 cycle. The wealth and breadth of information contained in the report makes it a key regional input for decision-makers and the Transforming Education Summit, convened by the United Nations Secretary General. The SDG4-Education 2030 Regional Monitoring Report, launched this 8 September 2022 in the framework of International Literacy Day.Ī result of collaboration among the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago), the UNICEF Regional Office for Latin America and the Caribbean (UNICEF LACRO) and the Economic Commission for Latin America and the Caribbean (ECLAC), the report identifies challenges facing the region and areas that require urgent attention to achieve the SDG4 goals set. This is revealed in Education in Latin America at the Caribbean at a Crossroads. Panama City, 8 September 2022 - Economic difficulties and the devastating effects of the COVID-19 pandemic have contributed to the slowdown and stagnation in the progress made towards SDG4 and educational achievements seen between 20.
The agencies emphasize that the targets will not be met without a change in the direction of policies and resource allocation for education.
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