Katrin Hermanek is an international UN Youth Volunteer fully funded by Switzerland. She serves as a Gender Equality Programme Analyst with UN Women in Lebanon. Her grassroots-level community service helps identify needs of women and girls. In coming up with solutions, a major emphasis is to ensure women get a decision-making role in their communities.

Cécile Giraud is an international UN Volunteer from France. She serves as Gender-Sensitive Education Policy Analyst with UNESCO in Dakar. Her role is transversal, she says.

Maissa Abdellaoui is an international UN Volunteer with a French Algerian background who serves with UNICEF in Senegal. Under the Gender and Exclusion programme, Maissa provides technical support to women teacher networks, menstruation hygiene kits or best referred to as 'dignity kits' for schools and girls, and organization for support groups for girls. 

I am beyond proud that as UN Volunteer I had an opportunity to contribute to UNESCO and joint UN in BiH response during the COVID-19, --Amila Planinčić, National UN Volunteer. In 2020, Amila assisted in conducting joint UNESCO-UNICEF Rapid Situation and Needs Assessment in Education, aimed at collecting and analyzing the immediate effects of the school closure on learning outcomes among students in Bosnia and Herzegovina. 

Education systems had already been under strain because of double-shifting and other adjustments to school schedules to accommodate rising numbers of students. Subsequent increases in education spending and a consistent effort aimed to keep pace with the demand for nutrition, health and second-chance learning services that disadvantaged students need most.

Due to the global COVID-19 outbreak, 91 per cent of the worldwide student population have not been attending their schools and other academic training locations, which have closed their doors in order to mitigate the pandemic’s direct impact. This measure took effect in Guinea on 24 March 2020, after a joint statement of the Ministers in charge of National Education and Training, and affects more than six million pupils and students all over the country.

Promoting girls’ education in Liberia

By 2030, the sustainable goals (SDG4) aims to ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. Nowadays, young women do not have the same access to education and training as their male peers. According to UNICEF, globally, 264 million children and adolescents do not have the opportunity to enter or complete school.

The conditions in the pastoral community of Karamoja region in North Eastern Uganda, reliant on subsistance argriculture, make it difficult to prioritize children's education without sensitizing the population to the long-term importance of school for every child. According to a 2017 survey by UNICEF, only 60 percent of young people are in school. Girls are largely looked at as a source of bride wealth while boys herd cattle for most of their lives - both responsibilities denying them an opportunity to study.