• Recovering the learning losses. During the pandemic, youth-led civil society organizations generated novel inventions with limited resources, such as a local campaign in Mexico that got parents to understand the importance of education as a right. Through radio and community efforts, they found opportunities for instructors to continue teaching.

• It is necessary to promote inclusive and equitable learning for children and young people by: 
  • Increasing access to early childhood education (ECE) through public funding.
  • Prioritizing skills and competencies. This includes teaching and assessment, as well as sufficient investment in the implementation of a competency-based curriculum.
  • Making teaching a priority and investing in teachers’ ongoing professional development.

• Participants highlighted the importance of assisting inclusive access to education and equitable learning, with mechanisms put in place to facilitate equitable learning opportunities for all learners.

• All children should master the foundational skills of literacy in the lower primary grades, in order to fully benefit from other areas of the curriculum. 

• Governments should work closely with civil society organizations to add and strengthen cognitive and life skills into the formal curriculum and examine the resources to include social and emotional learning for the marginalized communities.

• Governments, UN agencies, and Multilateral organizations need to better understand the role of young people in making people aware of educational issues, and practicing advocacy at all levels is essential

• Despite the current challenges in the education sector, young people are still hopeful and thriving. The future of education will be brighter if there is a greater collaboration of Governments, Civil society organizations, UN agencies, Multilateral organizations, and investments.

I’m a Co-Researcher at Restless Development and a member of the Transform Education Summit Action group.

I’m also the Co-Founder of YOUTHive Nepal and the former Regional Manager and Fellow-in-Residence for Asia/Oceania at Peace First.

Currently, I’m pursuing a Master’s degree in MSc Children, Youth and International Development at Birkbeck College, the University of London as a Chevening Scholar (2021-22).

I’m the Manager of Advocacy and Partnerships at the World Organization of the Scout Movement.

I currently work to empower young people to learn through non-formal education and deliver advocacy campaigns and initiatives.

I have 10 years of experience in campaigning, policy, and engagement roles that work to empower young people and advocate for change.

I’m a Next Generation Fellow and the Advocacy Manager for Livelihoods & Education at Restless Development.

I’ve coordinated the biggest youth-led study on global education and convened the #MakeEducationWork campaign which reached nearly 13 million young people.

I’m the co-founder of Starlight, a Rwandan Ed-tech social enterprise, and my education background covers global challenges from the African Leadership University.

I’m a Next Generation Fellow and a Youth Representative of World Scouting. I have a Masters’s Degree from the Graduate Institute, Geneva in Development Studies, with a focus on education in humanitarian settings.

I was part of the core planning team for the World Non-Formal Education Forum, a first-of-its-kind event that convened the biggest players in non-formal education to take stock of trends and define the future of non-formal education.