A UNICEF article, In Focus: Quality Inclusive Education, highlights the growing learning crisis in Europe and Central Asia, focusing on challenges in ensuring inclusive, quality education. Although Turkmenistan is not included, key findings for Central Asia are outlined below:
- Barriers for Marginalized Children: Children with disabilities face significant obstacles as mainstream schools lack inclusive infrastructure and adequately trained teachers.
- COVID-19 Impact: The pandemic worsened inequalities, exposing the digital divide and contributing to severe learning loss.
- Early Education Deficiencies: Preschools often emphasize structured academics over play-based learning, stunting early skill development.
- Poor Education Quality: Many children, especially from vulnerable groups, fail to meet minimum proficiency in reading and mathematics.
- Mismatch with Job Market Needs: Education systems lag in equipping students with digital and green skills demanded by modern economies.
- Gender Disparities: Girls are disproportionately affected by secondary school dropouts and are underrepresented in STEM fields due to persistent gender stereotypes.
- Low Investment and Data Gaps: Inadequate funding for inclusive education and limited data on vulnerable children hinder progress.
A promising initiative is the UniSat program in Kazakhstan, Kyrgyzstan, and Uzbekistan, which teaches STEAM (science, technology, engineering, art, and mathematics) skills to girls through satellite technology, with 900 participants annually addressing environmental challenges.
UNICEF urges reimagining education systems to prioritize inclusivity, ensuring all children gain the knowledge and skills needed to thrive in an evolving world.
