10.6% of the world’s youth (15-24 years old) are non-literate.

Data from 2011 indicates that in developing countries, the percentage of non-literate youth is 12.1%, with Sub-Saharan Africa’s percentage standing at 29.6%, and South and West Asia standing at 18.5%.
 In 2013, about 225 million youth, or 20% of all youth in the developing world, are “idle” – not in education, employment or training by 2015, youth non-literacy rates are projected to fall to 8% for the world and to 11% in developing.

Youth non-literacy rates in sub-Saharan Africa are projected to decline to 25%.
 In 2010, almost 71 million adolescents (10-19 years old) were not in school of any type, out of which around 3 in 4 live in South and West Asia (approximately 13 million students) and in sub-Saharan Africa (approximately 30 million students).

Education is central to development and to the improvement of the lives of young people globally, and as such has been identified as a priority area in internationally agreed development goals, including the Millennium Development Goals and the World Programme of Action for Youth.

Education is important in eradicating poverty and hunger and
in promoting sustained, inclusive and equitable economic growth and sustainable development.

 Increased efforts towards education accessibility, quality and affordability are central to global development
efforts.

Education is central to development and to the improvement of the lives of young people globally, and as such has been identified as apriority area in internationally agreed development goals, including the Millennium Development Goals and the World Programme of Action for Youth.

Education is important in eradicating poverty and hunger and in promoting sustained, inclusive and equitable economic growth and sustainable development.

Increased efforts towards education accessibility, quality and affordability are central to global development
efforts.
 As of 2010, an estimated 61 million students of primary school age – 9% of the world total - are out of school.
The World Programme of Action for Youth, the Millennium Development Goals and the Education for All goals as well as the Global Education First Initiative, identify education as a key priority area for action.

Worldwide 10.6% of young people are non-literate, lacking basic numerical and reading skills, and as such lack the means to be able to sustain a living through full and decent employment.

With youth unemployment and underemployment at persistently high levels worldwide, and with many young working poor lacking even primary-level education, such youth unemployment and underemployment rates act to jeopardize social inclusion, cohesion and stability.

There is a need to align education policies, curricula and training programmes in a people-centric way with national development priorities and needs, international development strategies and labour market requirements.

Doing so will promote the situation of young people, fight extreme poverty and allow for a maximization of the benefits of globalization for youth.

The persistent gender gap in education hinders youth development.

Gender inequity in education is characterized by among other things lack of access to and availability of gender sensitive educational infrastructure materials and training programmes as well as a high dropout rate amongst secondary school aged girls.
Knowledge and education are key factors to the full and effective participation of youth in the processes of social, economic and political development.

Increased attention to improving participation rates of young people, particularly marginalized youth, is needed to ensure that they acquire the knowledge, capacities, skills and ethical values needed to fulfill their role as agents of development, good governance, social inclusion, tolerance and peace.

Greater focus on universal access to education, quality education, human rights education and learning as well as increased access to the complementary nature of vocational, formal, informal and non-formal educational practices in a non-discriminatory manner particularly for young women is key for young people to be able to address their aspirations and challenges fulfil their potential and influence current and future social and economic conditions and opportunities.