Education is a fundamental human right for every individual. United Educational Scientific and Cultural Organization (UNESCO) affirms that education equips individuals with knowledge and skills to eliminate poverty-level inequalities and ensure sustainable development (UNESCO 1). The right to education entails free and compulsory primary and secondary education, accessible higher education, professional training opportunities, quality teaching and supplies to teachers, and freedom of choice (UNESCO 1). Nevertheless, UNESCO states that over 200 million children and youths lack access to education due to social, economic, and cultural factors (UNESCO 1). Nobel Peace Prize Winner Malala Yousafzai’s experiences exemplified the challenges individuals worldwide face in acquiring education. Further, UNESCO also gives examples of challenges individuals from around the world. This essay examines Malala’s experiences and those provided by UNESCO, which shed light on the global struggle for education. The essay also connects the international stories, strengths and weaknesses of the American education system, and personal experiences.
Malala Yousafzai, a Resilient Education Advocate
Malala Yousafzai’s story is one of encouragement following her courage and determination in fighting for education. She was born in Swat Valley, Pakistan, a region under the influence of the Taliban (Malala 00:21:18). The radical group teaches against education for girls, especially one in which boys and girls learn together. The girls are seen as going against Islamic teachings; thus, girls should not attend school (Malala, 00:55:11). This is because education is a threat to them, as it empowers individuals to question things and be independent. Malala defied these teachings, terming them oppressive, and advocated for education for all children. Her activism gained global recognition; however, it also threatened her existence. In 2012, when returning from school, Malala was shot in the head for her education advocacy (Malala 01:13:00). Nevertheless, she survived the assassination attempt, and she continued with her advocacy. She showed extreme courage and resilience going against such a dangerous group. Even after her survival, the group continued to threaten her (Malala 00:43:36). As a result, she became the youngest recipient of the Nobel Peace Prize in 2014 at 16 years (Malala 01:23:30). Malala’s story indicates the effects of education advocacy on individuals, especially where there is opposition. It shows how much some individuals suffer as they challenge oppressive forces in society. The story teaches that winning against even the most dangerous individuals with determination, resilience, and perseverance is possible. That shows the transformative power of education.
UNESCO’s Perspective on Education
UNESCO is a global advocate of education whose mission is to build a just, inclusive, peaceful, and knowledgeable society. The organization believes that education is a crucial driver of sustainable development. It advocates for education for all, regardless of their background or socio-economic status. The organization’s website provides stories from four continents showing people’s challenges. The first story is about a woman from Burkina Faso who has to attend evening classes to catch up on what she missed at a young age. The woman, Awa, is 21 and has long days to complete housework and create time in the evening to study (UNESCO)
The second story is from a refugee camp in Greece where a migrant family. A 24-year-old woman, her 34-year-old husband, and their 8-year-old son seize inclusive education from Afghanistan and the opportunity to receive the inclusive education policies at all levels that UNESCO advocates for (UNESCO 2). Migrants face many challenges, including the trauma of being displaced, such as lack of legal documents. They have to seek a better life, and UNESCO comes through as it promotes education for all at all levels.
Third is the story from Guatemala of Margarita, a woman who lacked the opportunity to attend school at a young age (UNESCO 3). Nevertheless, she persisted and trusted in the power of education. This allowed her to learn entrepreneurial skills and weaving, and she is dedicated to teaching the skills to other women.
The last story is about a teacher dedicated to educating children in an isolated mountain village in India. She specifically teaches the people how to co-exist with nature, mainly the purpose that forests play and how to exist with wild animals (UNESCO 4). She also educates children on the importance of planting indigenous crops such as yam and sweet potatoes and how to differentiate edible wild spinach.
This fulfills UNESCO’s element of sustainable education and climate change. UNESCO believes that climate change can be tackled using indigenous knowledge.
Educational Challenges Worldwide
The four stories show the many challenges that individuals encounter. For example, the effects of conflict on education. Violence often leaves schools destroyed and the learning ambiance disturbed. This leaves children stranded and needing access to formal education. This can be confirmed through the family in Greece. The woman and her husband must return to school at 24 and 34 years old. Nevertheless, UNESCO advocates for inclusive education for all.
UNESCO also illuminates the challenges of gender barriers to education. Communities that still uphold traditional practices prioritize domestic work for girls rather than education. These communities view women as a lesser gender who will get married and become homemakers. UNESCO prioritizes gender equality, ensuring girls and women are empowered through better learning opportunities.
Technical and Vocational education and skills also feature in UNESCO’s priorities. People who missed out on education while young still have the option of pursuing vocational training to better their lives, like the case of Margarita in Guatemala, who learned how to weave and embroidery and is now teaching other women the art.
Further, the organization upholds sustainable development is achievable through education. Thus, it promotes indigenous knowledge and practices that can help deal with climate change. Individuals today must cultivate indigenous crops, learn how to co-exist with fauna and flora and promote sustainable development.
Lessons from UNESCO and Malala’s Stories
UNESCO’s four short stories and Malala’s life story depict the transformative power of education and the barriers existing worldwide. These stories are a representation of what happens on a global scope. Malala’s story inspires many to believe that education is a fundamental need regardless of the existing challenges. It also amplifies the need to combat barriers in traditional and cultural practices perpetuating inequality. Further, the story aligns with UNESCO’s mission. By sharing diverse narratives from across the world, UNESCO amplifies the voices of the marginalized, indicating the shared responsibility by governments and individuals to combat global educational challenges.
Relating UNESCO and Malala’s Stories to the American Education System
The United States boasts of a well-developed education system. It provides the right to free public education to all children regardless of ethnicity, religion, sex, or socio-economic status. Nevertheless, the system is not without several flaws causing inequality. Although the country has invested in free compulsory education for all children, there exist disparities in resource allocation and education outcomes (Benard 9). The schools in the economically disadvantaged lack some resources, unlike their counterparts, leading to the difference in the quality of education (Benard 12). This creates a vicious cycle of inequality since quality and inequality are intertwined since achieving greater equality requires a higher quality education. The inequality is more widespread among the minority groups such as African-American students (Benard 15).
Income inequality is also a great contributor to the inequality in the education system. This is because children living in low-income neighborhoods attend the most under-resourced schools (Benard 17). The ability of parents to participate in school activities is also income-dependent. This is because poor communities have more single parents working more than one job, leaving little time for them to get involved in school activities, unlike wealthier communities where both parents are likely employed, providing more time for leisure activities and time to put towards school activities and contributing for better school policies (Benard 18). Additionally, Orlanda (15) states that students from privileged backgrounds tend to be enrolled in universities, while polytechnic institutions enroll a more diversified student body. Further, the inequality spreads to available teachers, where qualified and experienced teachers are unequally distributed. Schools with poor children, those from minority groups, and immigrants receive less qualified teachers, and those that lack up-to-date teaching methods, further compromising the quality of education they receive (Benard 28). Although most countries look up to the US education system, the country has not achieved equitable education. The US education system can draw inspiration from global stories to address its systemic issues. Their challenges differ in nature, but it is necessary to handle them holistically, considering socio-economic factors, gender equity, and sustainable development.
Relating to My Educational Experience
Reflecting on the Malala narrative and those featured by UNESCO shows how much of a privilege I have had in my education journey. I have had access to the best education system, resources, and teachers. Nevertheless, I also acknowledge that despite accessing quality education, there are also disadvantaged individuals in the country who have failed to acquire quality education due to the existing disparities. Advocating for a more inclusive and equitable education is crucial, ensuring all children receive quality education.
Conclusion
This essay highlights the challenges that individuals worldwide face to acquire quality education. Malala’s story is one of resilience, determination, and courage as she openly opposed the Taliban group and advocated for education for girls to the point of attempted assassination. She fought for herself and thousands of other girls denied education due to traditional and cultural practices. UNESCO has also significantly contributed to universal education, showcasing people’s experiences worldwide. Finally, although the education system in the US is one of the most developed, there is a significant amount of inequality, mainly due to socio-economic factors. It is crucial to address these barriers to promote inclusivity effectively.
Works Cited
Bernard, Lincoln. “Education Inequality in the United States: A Wicked Problem With a Wicked Solution.” 2021.
https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=3804&context=cmc_theses
He Named Me Malala. Directed by Davis Guggenheim, performance by Malala Yousafzai, Ziauddin Yousafzai, Toor Pekai Yousafzai. Searchlight pictures. 2015.
Tavares, Orlanda, et al. Equity policies in global higher education: Reducing inequality and increasing participation and attainment. Springer Nature, 2022.
https://www.researchgate.net/publication/358913290_Equity_Policies_In_Global_Higher_Education_Reducing_Inequality_and_Increasing_Participation_and_Attainment
United Nations Education Scientific Cultural Organization (UNESCO). The power of education. Stories from four continents. (2021). https://en.unesco.org/themes/education/stories-four-continents
United Nations Education Scientific Cultural Organization (UNESCO). The Right to Education. n.d. https://www.unesco.org/en/right-education
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