By Melody Ugochi Nnaji / GICJ
Introduction
Education is universally recognised as a human right under the International Bill of Rights, particularly the International Covenant on Economic, Social and Cultural Rights (ICESCR). Yet, millions of children and adults worldwide still lack access to quality learning opportunities.
The International Day of Education was established by the United Nations General Assembly in December of 2018 to emphasize and bring awareness to the transformative power of education for individuals, societies, countries and the world at large. Celebrated every year on January 24, this day calls attention to the urgent need for inclusive and high-quality education for all. Education goes far beyond benefiting the individual. It is not merely a pathway for personal advancement; it is a tool that is capable of reshaping communities and uplifting nations. As a human right and key pillar of the Sustainable Development Goals (SDGs), promoting education must be recognised as a collective responsibility of all people.
Education as a Human Right
Education aids almost every aspect of human development. Access to learning empowers individuals to escape poverty, broaden their opportunities, build economic independence and contribute meaningfully to society. In spite of global commitments such as Sustainable Development Goal 4 (SDG 4), millions of children and adults, especially girls and women living in underdeveloped countries and conflict-affected regions, remain out of school and are uneducated. Financial barriers, geographic isolation, systemic discrimination and crises like armed conflict, pandemics, natural disasters and lack of facilities continue to limit educational opportunities. GICJ recognises that although the right to education is contained in a separate instrument (ICESCR) from the ICCPR, this right is justiciable and as such actionable and enforceable. Access to education is not a mere privilege; it is a right that governments are under obligation to uphold, enshrined in instruments such as the Universal Declaration of Human Rights [1]
and the Convention on the Rights of the Child [2]. Ensuring and upholding this right requires not only access to schools but also inclusive and safe learning environments, where children and adults can thrive without discrimination or fear.
Crisis and Conflicts
Armed conflicts, natural disasters and political instability disrupt learning for millions of persons worldwide. According to PRIO’s 2025 findings, approximately 1.6 billion of the world’s children lived in a conflict-affected country, and approximately 520 million, more than one in six children, lived in a conflict zone [3]. As a result, many of them experience interrupted schooling, inadequate infrastructure and lack of trained teachers.
Inequality and Exclusion
The UNESCO Global Education Monitoring Report (2025), states that 272 million children, adolescents and youths are out of school globally [4]. Girls, children with disabilities, refugees and marginalised groups face persistent barriers to education. While discrimination, early marriages, cultural norms, lack of infrastructure and unsafe travel to schools compound these inequalities. These inequalities are further exacerbated by declining global investment in education. According to recent projections, international education aid is expected to fall by $3.2 billion in 2026 [5], creating what has been described as a global “funding cliff”. This reduction threatens to push an additional six million children out of classrooms, particularly in low-income and crisis-affected countries where education systems are already under severe strain. Without sustained and predictable funding, efforts to ensure inclusive and equitable education risk being reversed.
Digital Divide
This is one of the most common challenges to education. The ever-widening digital divide prevents millions of children, youths and even adults from accessing digital resources and modern learning tools. In many parts of the world, learners lack reliable internet, digital devices or even basic electricity, making it impossible for them to participate in online or technology-supported learning. Beyond access to devices and internet connectivity, the digital divide reflects deeper inequalities rooted in income and geography. Learners in rural and underdeveloped regions are disproportionately affected, where schools often lack basic technological infrastructure and teachers are not trained in digital literacy. During periods of school closures, such as the COVID-19 pandemic, these disparities became even more pronounced, leaving millions unable to continue their education remotely.
The Power of Youth in Co-Creating Education
Education is often framed as a process delivered to young people, however, this approach overlooks the fact that youths are not merely recipients of education but essential partners in shaping education systems. “The power of youth in co-creating education” recognises that youths are not just passive recipients or beneficiaries; they are powerful agents and essential partners that shape how education is experienced and accessed. Around the world, young people are at the forefront of creating innovative and inclusive learning opportunities, ensuring that education extends beyond classrooms and reaches those who need it.
Youth-led initiatives have emerged in response to gaps in formal education systems. For example, in countries affected by conflict, such as Syria and Yemen, young volunteers
organise tutoring programs and informal education to ensure that children continue learning despite disrupted schooling. An example is the Syria Youth Assembly. Similarly, digital platforms like Kenya’s “M-Shule” and India’s “Teach For India” programs demonstrate how youth are leveraging technology to provide accessible, personalised learning for students in under-resourced areas. These examples show that youth are not only learners but creators of learning opportunities themselves.
Beyond academics, youths are also spearheading skills and vocational training initiatives. Across continents, young entrepreneurs are setting up coding boot camps, agriculture workshops and skills acquisition programs to equip other youths and children with practical skills that can enhance livelihoods. These programs highlight a broader understanding of education that is not limited to literacy or numeracy but which encompasses the knowledge and capabilities that are necessary for economic empowerment.
In addition to formal and skills-based education, young people are deeply involved in community awareness and advocacy projects. Initiatives like peer mentoring for girls’ education in Pakistan illustrate that young people understand the social and cultural barriers to education and actively work to dismantle them. By organising workshops and awareness campaigns, youths directly shape inclusive learning environments that respond to the needs of marginalised populations, including girls, refugees and children with disabilities.
Even within formal classroom settings, youths are contributing to educational co-creation. Student councils, Student Union Governments and youth advisory boards in various countries demonstrate how learners’ voices are influencing what and how they learn. By including young people in decision-making processes, educational institutions become more responsive and relevant to the realities of their students.
The power of youths in co-creating education lies in their ability to identify gaps and implement programs that expand access to quality education. Whether through classroom
contributions, skill-building initiatives or community-driven projects, young people are not just participants; they are shapers and architects of the future of education.
UN Action on Education
The United Nations has initiated multiple programmes aimed at strengthening access to education globally, particularly for vulnerable and crisis-affected populations. UNESCO
leads international efforts to promote inclusive and equitable quality education, to monitor progress toward Sustainable Development Goal 4 and to support governments through policy development and education reform.
UNICEF also plays a critical role by working directly with governments and local partners to improve access to education for children, especially in fragile and conflict-affected settings. Through initiatives such as the Global Education Coalition, the UN mobilises public and private actors to expand digital learning, training and access to educational resources. Additionally, programmes like Education Cannot Wait (ECW) and Generation Unlimited (GenU) focus on ensuring learning continuity during emergencies and on equipping young people with skills for employment and civic participation. Despite these efforts, challenges related to funding gaps, unequal implementation and political instability continue to hinder progress. Sustained international cooperation and increased investment are therefore essential to ensure that global commitments translate into
tangible outcomes for learners worldwide.
Geneva International Court of Justice affirms that the right to education is a legally enforceable human right under international law, as guaranteed by the International Covenant on Economic, Social and Cultural Rights (ICESCR) and elaborated in General Comment No.13. According to the Committee on Economic, Social and Cultural Rights, the right to education requires that education be available, accessible, acceptable and adaptable for all. States have binding obligations to ensure education is inclusive, non-discriminatory and of good quality, and any failure to meet these obligations constitutes a violation requiring accountability. GICJ further emphasises the right to safety in education, in line with the 2026 statement of the United Nations Special Rapporteur on the right to education. Attacks on schools, students and teachers, particularly in conflict zones, undermine both human rights and international humanitarian law. GICJ calls for an end to impunity for the destruction of educational institutions. Additionally, GICJ warns that the unregulated use of digital technologies and artificial intelligence in education risks deepening inequality and exclusion. Digital education tools must be governed by human rights principles with AI treated as a public and common good that promotes access, equity and inclusion rather than surveillance or discrimination.
In text references
[1] United Nations, Universal Declaration of Human Rights, Article 26.
[2] United Nations, Convention on the Rights of a Child, Article 28 and 29.
[3] https://www.prio.org/comments/1829
[4] https://unesdoc.unesco.org/ark:/48223/pf0000393833/PDF/393833eng.pdf.multi
[5] https://www.unicef.org/documents/education-aid-cuts
