few years ago, the notion of ‘normal’ became one of the most controversial phrases of our lifetimes. The concept of what was once considered ‘normal’ in our pre-pandemic world, in contrast to the new—and next—normal, would uncover the vast inequalities that exist across countries and cultures. As we watched our world unravel, we were faced with the inescapable truth that the individuals and communities who are most vulnerable would be increasingly subjected to the biggest challenges. Among the most critical of these was—and is—access to education.
For the world’s vulnerable, education means so much more than just schooling; it is their only gateway to opportunity, protection, resilience—a true chance at life.
As we enter a new year, it is more apparent than ever that we must redefine what normal means in the world of education. It begins with raising our global baseline and this question. What standards are needed if we are striving for a future that is wildly more inclusive, progressive, and connected?
A valuable lesson the pandemic taught us is that information and digital technologies can play a key role in dramatically improving the lives of children and their communities. The internet is now an essential tool for learning; but as technology advances, so too will the inequalities for children who don’t have access to the internet. As our world moves, we rely on education to move its future custodians with it—which is why it is vital that we prioritize bringing access to the 1.3 billion children who are still offline. When COVID-19 hit, the ‘normal’ lack of connectivity for vulnerable children increased & further demonstrated their exclusion from access to learning, growth, and the opportunity to reach their full potential. For UNICEF & ITU, their connectivity expansion project—Giga, looks to redefine normal by connecting every school in the world to the internet by 2030, so that every young person has access to information, opportunity & choice.
To achieve their audacious goal, Giga are using machine learning and satellite technology to map every school in the world. The data generated and visualized through this online platform will help identify where the gaps and information needs are, and ultimately help national governments optimize their education systems via connectivity. UNICEF is also welcoming a new era of fundraising to support Giga, by tapping into emerging technologies and the rising phenomenon of blockchain and NFTs. In early January 1,000 NFTs will be sold to fund the project; a first-of-its-kind initiative for UNICEF led by Chris Fabian. In the fight to revolutionize the future of learning, such ingenuity will create ripples, and we hope this is only the beginning for the sector.
For girls and young women, gender inequality throughout the education system is most visible across their limited involvement in STEM; subjects that cultivate lifelong development through lateral thinking, problem solving, and innovation. It is an area that has the potential to contribute to personal empowerment for females and have them play a crucial role in the transformation of communities and nations and building economies for the future. The “next normal” must involve a world with freer access to STEM subjects that have so far been largely closed to women across many communities, that has in turn seen them pay a steep price for excluding girls and women from becoming part of creating solutions. In Kazakhstan, UNICEF has already begun the fight to close this gap. Determined schoolgirls are sending Nanosatellites into the upper atmosphere to collect climate data, in a groundbreaking move to ensure young women are given the opportunity to impact their environments.
In Afghanistan, the Girl’s Robotics Team was founded with the support of the Digital Citizen Fund, a nonprofit that helps girls and women around the world access STEM education and technology, utilizing new skills. Against the backdrop of the devastating conflict in Afghanistan, the Girl’s robotic Team—aptly named ‘The Dreamers’, were able to showcase just what is possible when girls are given equal access to STEM subjects. Last year, the team joined the fight against COVID-19 by designing a ventilator out of automobile parts, after the government sent out a public plea for ventilators for the country’s hospitals. These pockets of progress are tangible examples of how girls and women from the unlikeliest of backgrounds can contribute to scientific and technological solutions that have the capacity to lead global innovation, drive climate resilience and save lives.
The global response to the pandemic has shown what we are collectively capable of; partnership that transcends difference, collaboration, and an ability to mobilize urgently. If we were to apply these learnings and keep momentum, to use the same immediacy and vigor to connect our children to the internet and in turn to a world of opportunities, and to uplift the voices of our girls—we would begin to change the social fabric of our world as we know it. In global development it can sometimes feel like the needle moves agonizingly slowly. But when it comes to education, and millions of young and bright futures, it’s not time we have to spare.
a global affairs media network
Our Opportunity to Reshape the Future of Education
Photo via Unsplash.
January 18, 2022
As we move toward the "next normal," addressing inequalities in education is critical for the world's most vulnerable. UNICEF and ITU are working toward this with their new Giga project, which seeks to connect all schools to the internet by 2030, writes Sage Foundation founder Naza Alakija.
A
few years ago, the notion of ‘normal’ became one of the most controversial phrases of our lifetimes. The concept of what was once considered ‘normal’ in our pre-pandemic world, in contrast to the new—and next—normal, would uncover the vast inequalities that exist across countries and cultures. As we watched our world unravel, we were faced with the inescapable truth that the individuals and communities who are most vulnerable would be increasingly subjected to the biggest challenges. Among the most critical of these was—and is—access to education.
For the world’s vulnerable, education means so much more than just schooling; it is their only gateway to opportunity, protection, resilience—a true chance at life.
As we enter a new year, it is more apparent than ever that we must redefine what normal means in the world of education. It begins with raising our global baseline and this question. What standards are needed if we are striving for a future that is wildly more inclusive, progressive, and connected?
A valuable lesson the pandemic taught us is that information and digital technologies can play a key role in dramatically improving the lives of children and their communities. The internet is now an essential tool for learning; but as technology advances, so too will the inequalities for children who don’t have access to the internet. As our world moves, we rely on education to move its future custodians with it—which is why it is vital that we prioritize bringing access to the 1.3 billion children who are still offline. When COVID-19 hit, the ‘normal’ lack of connectivity for vulnerable children increased & further demonstrated their exclusion from access to learning, growth, and the opportunity to reach their full potential. For UNICEF & ITU, their connectivity expansion project—Giga, looks to redefine normal by connecting every school in the world to the internet by 2030, so that every young person has access to information, opportunity & choice.
To achieve their audacious goal, Giga are using machine learning and satellite technology to map every school in the world. The data generated and visualized through this online platform will help identify where the gaps and information needs are, and ultimately help national governments optimize their education systems via connectivity. UNICEF is also welcoming a new era of fundraising to support Giga, by tapping into emerging technologies and the rising phenomenon of blockchain and NFTs. In early January 1,000 NFTs will be sold to fund the project; a first-of-its-kind initiative for UNICEF led by Chris Fabian. In the fight to revolutionize the future of learning, such ingenuity will create ripples, and we hope this is only the beginning for the sector.
For girls and young women, gender inequality throughout the education system is most visible across their limited involvement in STEM; subjects that cultivate lifelong development through lateral thinking, problem solving, and innovation. It is an area that has the potential to contribute to personal empowerment for females and have them play a crucial role in the transformation of communities and nations and building economies for the future. The “next normal” must involve a world with freer access to STEM subjects that have so far been largely closed to women across many communities, that has in turn seen them pay a steep price for excluding girls and women from becoming part of creating solutions. In Kazakhstan, UNICEF has already begun the fight to close this gap. Determined schoolgirls are sending Nanosatellites into the upper atmosphere to collect climate data, in a groundbreaking move to ensure young women are given the opportunity to impact their environments.
In Afghanistan, the Girl’s Robotics Team was founded with the support of the Digital Citizen Fund, a nonprofit that helps girls and women around the world access STEM education and technology, utilizing new skills. Against the backdrop of the devastating conflict in Afghanistan, the Girl’s robotic Team—aptly named ‘The Dreamers’, were able to showcase just what is possible when girls are given equal access to STEM subjects. Last year, the team joined the fight against COVID-19 by designing a ventilator out of automobile parts, after the government sent out a public plea for ventilators for the country’s hospitals. These pockets of progress are tangible examples of how girls and women from the unlikeliest of backgrounds can contribute to scientific and technological solutions that have the capacity to lead global innovation, drive climate resilience and save lives.
The global response to the pandemic has shown what we are collectively capable of; partnership that transcends difference, collaboration, and an ability to mobilize urgently. If we were to apply these learnings and keep momentum, to use the same immediacy and vigor to connect our children to the internet and in turn to a world of opportunities, and to uplift the voices of our girls—we would begin to change the social fabric of our world as we know it. In global development it can sometimes feel like the needle moves agonizingly slowly. But when it comes to education, and millions of young and bright futures, it’s not time we have to spare.
