Learning Poverty and Social Justice: Comparative Analysis of Sustainable Development Challenges in Western and Eastern European Countries

Conference: The European Conference on Education (ECE2022)
Title: Learning Poverty and Social Justice: Comparative Analysis of Sustainable Development Challenges in Western and Eastern European Countries
Stream: Education, Sustainability & Society: Social Justice, Development & Political Movements
Presentation Type: Oral Presentation
Authors:
Juliette Torabian, University of Luxembourg, Luxembourg

Abstract:

Although the COVID-19 pandemic may have increased educational and social inequalities, the concern over learning poverty has well existed before. In fact, starting from 2018, many international organisations started pinpointing a global learning crisis which demonstrated lack of ability in reading and writing by the age of ten even though children attended schools-this is in addition to the 260 million out of school children across the world. Evidently without foundational learning, learning-poor children would be unable to thrive in school and later on when they join the workforce. Above all, learning poverty could hinder active and global citizenship, political and economic participation, and conducting healthy lives hence undermining sustainable development and social justice across different societies. It is true that more learning poverty may exist in developing countries due to myriad of reasons stretching from lack of infrastructures, lack of trained and qualified teachers, high pupil/teacher ratio, lack of access to physical or digital books, precedence of assessment for grading rather than learning, among others. However, the issue of learning poverty is now a global concern also toughing OECD countries including the Western and Eastern European countries, the US, the UK, Canada, and Australia. This presentation focuses on learning poverty in Eastern and Western European countries and intends to demonstrate their impact and role in social justice and sustainable development of these two contexts. It takes into consideration the already existing educational and social inequalities and the way learning poverty may or may not be shifting or exaggerating these.

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