The Power Of Youth In Co-Creating Education

Today, 250 million children and youth are out of school, and 763 million adults are illiterate. Their right to education is being violated and it is unacceptable. In addition to the troubling statistics the learning loss associated with Covid19 is now further compounded by the educational deficits following natural disasters such as Hurricane Melissa which made landfall in Jamaica on October 28, 2025. The conversations surrounding education have been many. Regrettably, there is a culture of puppetry in global education systems that suppress critical thinking. Yes, there have been attempts to reform education systems. Yet, in many parts of the world there is a duality in global education systems. Globally, both access to education and inclusive education remains elusive for millions of children. What about those students who are functional illiterate? Does the United Nations data capture such demographics? Literacy is defined as the ability to understand, evaluate, use, and engage with written texts to participate in society, achieve one’s goals, and develop one’s knowledge and potential. On the other hand, functional illiteracy is the inability to read, write, or use math skills well enough to manage daily life and complex work tasks, even if someone can read simple sentences; it's about lacking the skills needed to function effectively in a literate society, leading to challenges with jobs, forms, instructions, and financial management. Sadly, today, numerous students are enrolled in schools but are functional illiterates. Education is one of the most powerful tools to protect children and help them thrive. In emergencies, education can mean safety, stability and hope. Yet millions of children are still out of school due to poverty, conflict, extreme weather disasters and ongoing crises. Without inclusive and equitable quality education and lifelong opportunities for all, countries will not succeed in achieving gender equality and breaking the cycle of poverty that is leaving millions of children, youth and adults behind. We are once again at the starting block. It is time to comprehensively transform education. International Day of Education is observed annually on January 24. In 2026, the day highlights the urgent need to ensure every child has access to safe, inclusive and quality education. This year’s theme is “The power of youth in co-creating education”. The International Day of Education 2026 will recognize youth and their role as agents of change in achieving inclusive and equitable quality education and building peaceful, just and inclusive societies. It is vital that we interrogate youth along sex disaggregate data given that boys access education differently from girls. Boys are often tactile learners and, unfortunately, the classroom experience and education journey is often challenging for them. Disturbingly, boys who display school smarts are often ridiculed as effeminate by peers and even adults in areas where academic excellence by males is typically devalued. Inclusive Education. Inclusive education has become a popular phrase over the years, however, the reality for many students run parallel to the theoretical and academic discourse surrounding inclusive education. The World Bank defines inclusive education as the means of creating systems and environments that enable all students to have equal access to education and learning. The World Bank adds all children deserve the opportunity to be in school and learn so they acquire the skills and knowledge to thrive regardless of their diverse educational needs. Despite a global focus on inclusive education, many of the most marginalized learners, particularly in low- and middle-income countries (LMICs), remain left behind. Without inclusive and equitable quality education and lifelong opportunities for all, countries will not succeed in achieving gender equality and breaking the cycle of poverty that is leaving millions of children, youth and adults behind. The Power Of Youth in Co-Creating Education. There is no disputing the power of youth in general terms. This year’s theme for International Day of Education is most timely. The issue arises when we speak of youth in co-creating education. We must engage in honest discourse given that there are divides among the youth category. Certainly, there is a category of privileged youth who are seated at the table. Youth in the urban spaces are more likely to be part of this co-creation in education. Youth in more developed societies are also likely to be in the front row regarding this discourse. What about the Special Education Needs and Disabilities (SEND) youth will their voices be heard in the paradigm shift? In countries such as Afghanistan, girls will be absent from the conversation surrounding education given the mandate by the Taliban led government which has placed severe limits on the education of girls. Perhaps, this year’s theme was intentional to ignite some serious and thought-provoking discussion regarding youth and youth participation in education. While it is safe to say that youth in general terms are more attuned to the ever changing technology, oftentimes their engagement with the technology is solely for recreational purposes. The stark reality is that the majority of youth are absent from the real power of co-creating education and this is problematic. Youth under 30 constitute more than half of the global population. They are a driving force for sustainable development, innovation and social transformation, yet they remain disproportionately affected by poverty, inequality and limited access to quality education and decent work opportunities. When it comes to shaping the future of education, youth have a special role to play: they are the beneficiaries of education programmes and their future depends on it. For this reason, meaningfully engaging students and youth in co-creating the education they want is essential to meet their aspirations and ambitions. This is particularly true at a time of radical transformation induced by the technological revolution, which calls for rethinking the purpose and modalities of teaching and learning. Challenges to Achieving Universal Education. Education offers children a ladder out of poverty and a path to a promising future. Yet, approximately 244 million children and adolescents around the world are out of school; 617 million children and adolescents cannot read and do basic math; less than 40% of girls in sub-Saharan Africa complete lower secondary school and some four million children and youth refugees are out of school. Their right to education is being violated and it is unacceptable. The United Nations Sustainable Development Goals #4 addresses the issue of inclusive and equitable quality education. However, the report regarding goal #4 remains problematic. The UN states goal 4 remains a critical enabler for sustainable development, yet progress falls short of targets. Improvements in upper secondary completion rates have slowed, while learning outcomes in many countries are declining. Troubling regional disparities exist in early childhood development, and sub-Saharan Africa is at a particular disadvantage. Despite modest improvements in literacy, hundreds of millions of people remain illiterate, and women are disproportionately affected. Teacher qualification challenges persist and there has been minimal improvement since 2015. The rise of digital societies necessitates the integration of technology into education, in order to ensure that young people and future generations have access to relevant, high-quality content that prepares them for the demands of a rapidly evolving labour market. The percentage of young people completing upper secondary school increased from 53 per cent in 2015 to 60 per cent in 2024, although progress was slower than in the preceding nine-year period. Many countries are moving backwards in terms of learning outcomes at the end of lower secondary school, but large data gaps, especially in early grades, prevent an assessment of broader trends in learning outcomes. Socioeconomic disparities are evident in many education indicators. Disparities based on location and household wealth are even more pronounced, showing that rural and poorer families experience greater disadvantages. Disparities based on Language-based Disorders such as Dyslexia must be given consideration. To what extent do global education systems give literacy support to students with dyslexia? The perennial challenge to accessing universal education is that of school leadership. School leadership is also a critical pillar regarding the path towards quality and inclusive education. Leadership is essential for quality education, and is viewed as the second most important factor influencing learning outcomes. Effective leadership occurs at various levels, including within schools and in government. However, there is a global deficit regarding transformational and instructional leadership in many educational institutions. There is no single method for planning or implementing inclusion in education. However, more effort is needed globally to close the deficits in education circles. Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. waykam@yahoo.com @WayneCamo ©