By Bernice Bessey .
Dr Amel Karboul, Chief Executive Officer (CEO) of the Education Outcome Fund, has expressed fears that if nothing changes by 2030, half of the world’s children would either drop out of school or be in school but not learning.
This, she feared, would be the world’s bigger challenge, since it has been estimated that around 330 million children will not find the need to study, which is going to impact negatively on education and investment.
Referring to a year’s research conducted by civil society groups, in collaboration with some private entities, she said: “I find this the bigger problem, because if children are in school and not learning, this devalues education and devalues investment.”
Africa might be the worst affected, since it has the highest number of young population, who may find the need to be in school, as most jobs will disappear due to technology, and the few ones will be for highly skilled labour.
According to her, Africa would be in the middle of the crisis of jobs disappearing and children dropping out of school, or not learning.
The Education Outcome Fund CEO was speaking at a Ghana Impact Dialogue, organised by the Global Steering Group of Impact Investment (GSG), under the theme “Creating a Ghanaian impact economy,” recently in Accra.
She blamed the approaching learning crisis in education on the result one of the most neglected international topics.
Ms Karboul said political parties and citizens will soon begin to ask questions why the country continues to invest hugely in education, yet children, when not actually learning anything or skills and get out of the universities, or Technical Vocational Education Training (TVET), can’t find jobs.
“So, this is even the deeper crisis. Sadly, in Africa, we are in the middle of this. If demography changes, Africa will be heading with 4 billion people… due to technology half of the world’s jobs are going to disappear, in some countries up to 80 percent.
“If you put all these three together, you going to have millions of children failing to learn,” she lamented.
To address the problem, she suggested that there should efficiency in the education system, which will focus on technology and innovation and inclusion, bridging the gap between the poor and rich, rural and disabled children.
Saying that there must be an impact investment, she noted: “How can we use money from the capital market to fund education, when you talk about investment in education; lots of people talk about investment in private education.”
She then urged that countries invest to drive outcomes in education, instead of inputs.