EDUCATION
“One child, one teacher, one book, one pen can change the world.” ~ Education Activist Malala Yousafzai
Sara, Bello, Medellín, Colombia
A girl participates in class at the Villa del Sol Educational Institute Primary School in the municipality of Bello, near Medellín, capital of Antioquia Department, Colombia in September 2009. ©UNICEF/2009/Susan Markisz
Young Student, Bolivia
A boy sits at his desk in a classroom at Robertito School at the Cerro Rico Mines in the city of Potosí, Bolivia, on 29 April 2014. Named for one of the nearby mines, the school serves over 90 children of mining families. Founded in 2007 by the local NGO Voces Libres, the UNICEF-supported school is located at 4,700 metres (over 15,000 feet) above sea level and is the only educational facility serving the mining community for whom education would be otherwise inaccessible. Cerro Rico mines have been in operation for more than 470 years. The mines, once the world’s foremost supplier of silver, are now worked for lead, zinc and silver ore.
©UNICEF/NYHQ2014-0496/Susan Markisz
Shipibo Language Class, Peru
A teacher instructs a student in Shipibo, in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/2010/Susan Markisz
Shipibo Language Class, Peru
A boy reads a book in a language class in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/NYHQ2010-2076/Markisz
Shipibo Class, Peru
A girl stands inside a classroom in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/2010/Susan Markisz
Shipibo Class, Peru
A teacher stands beside his students in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/2010/Susan Markisz
Shipibo Girls, Peru
Girls participate in a language class in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/2010/Susan Markisz
Shipibo Language Class, Peru
A boy reads a textbook written in Shipibo, the local language, in the primary school in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon in October 2010. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. ©UNICEF/NYHQ2010/Susan Markisz
Shipibo Children, Peru
Children stand inside their classroom in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/2010/Susan Markisz
Shipibo Language Class, Peru
Children participate in a language class in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/2010/Susan Markisz
Students, Robertito School, Potosí, Bolivia
A boy and girl write on the blackboard during a mathematics class at Robertito School at the Cerro Rico Mines in the city of Potosí, capital of Potosí Department, Bolivia on 29 April 2014. Named for one of the nearby mines, the school serves over 90 children of mining families. Founded in 2007 by the local NGO Voces Libres, the UNICEF-supported school is located at 4,700 metres (over 15,000 feet) above sea level and is the only educational facility serving the mining community for whom education would be otherwise inaccessible. Cerro Rico mines have been in operation for more than 470 years. The mines, once the worldís foremost supplier of silver, are now worked for lead, zinc and silver ore. ©UNICEF/NYHQ2014-0497/Susan Markisz
Shipibo Class, Peru
A teacher instructs students in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/NYHQ2010-2080/Susan Markisz
Shipibo Girl, Peru
A girl participates in a language class in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/2010/Susan Markisz
UNICEF Goodwill Ambassador Danny Glover, Peru
UNICEF Goodwill Ambassador and internationally-renowned American Actor Danny Glover works with children to spell his name in the Shipibo language inside a classroom in the indigenous Shipibo-Conibo community of Nuevo Saposoa in the eastern province of Coronel Portillo in Ucayali Region in the Peruvian Amazon. The school provides bilingual inter-cultural education for indigenous children. All classes are taught in the Shipibo language. In Ucayali Region, the Ministry of Education and UNICEF are providing books written in the local language and supporting teacher-training in the indigenous language and culture. ©UNICEF/2010/Susan Markisz
Sara, 7, Medellín, Colombia
Sara, 7, writes in her notebook in a second-grade Spanish class at the Villa del Sol Educational Institute Primary School in the municipality of Bello, near Medellín, capital of Antioquia Department, Colombia in September 2009. The nation's 44 million inhabitants continue to suffer from one of the highest income gaps between rich and poor in Latin America, more than 40 years of conflict, endemic social violence and rampant drug trafficking that affects all social strata and sustains the conflict. ©UNICEF/NYHQ2009-1750/Susan Markisz
Schoolboy, Colombia
A boy studies during a second-grade Spanish class at the Villa del Sol Educational Institute Primary School in the municipality of Bello, near Medelln, capital of Antioquia Department, Colombia in 2009. The nation's 44 million inhabitants continue to suffer from one of the highest income gaps between rich and poor in Latin America, more than 40 years of conflict, endemic social violence and rampant drug trafficking that affects all social strata and sustains the conflict. More than half a million Colombians have fled the country and another 3 million are internally displaced; 57 per cent of the displaced are children. In 2008, flooding in different parts of the country affected 1.2 million people and killed 76. Among other negative affects on children, education is frequently disrupted or does not adequately address their special needs and 12 per cent of children aged 5-17 years do not attend school.
©UNICEF/NYHQ2009-1753/Susan Markisz
A boy reads in Bello, Medellín, Colombia
A boy writes in a notebook outside a classroom at the Villa del Sol Educational Institute Primary School in the municipality of Bello, near Medellín, capital of Antioquia Department, Colombia in September 2009. ©UNICEF/2009/Susan Markisz
Bello, Medellín, Colombia Spanish Class
A teacher provides instruction during class at the Villa del Sol Educational Institute Primary School in the municipality of Bello, near Medellín, capital of Antioquia Department, Colombia in September 2009. ©UNICEF/2009/Susan Markisz
I Know, I Know, Medellín, Colombia
A boy raises his hand during class at the Villa del Sol Educational Institute Primary School in the municipality of Bello, near Medellín, capital of Antioquia Department, Colombia in September 2009. ©UNICEF/2009/Susan Markisz
Spanish Class, Medellín, Colombia
A girl and a boy work together in class at the Villa del Sol Educational Institute Primary School in the municipality of Bello, near Medellín, capital of Antioquia Department, Colombia in September 2009. ©UNICEF/2009/Susan Markisz
Boys study together in Bello, Medellín, Colombia
Boys discuss homework outside class at the Villa del Sol Educational Institute Primary School in the municipality of Bello, near Medellín, capital of Antioquia Department, Colombia in September 2009. ©UNICEF/2009/Susan Markisz
Girls in School in Bello, Medellín, Colombia
Girls walk through the hallways in Villa del Sol School in Medellín, Colombia. ©UNICEF/2009/Susan Markisz
School’s Out, Bello, Medellín, Colombia
Children on their way home from school in Medellín, Colombia. ©UNICEF/2009/Susan Markisz
First Grader, Medellín, Colombia
A first-grade girl copies homework from the blackboard in her classroom at the Héctor Abad Gómez Educational Institute in the Niquiato neighbourhood of Medellín, capital of the north-western department of Antioquia, Colombia. The primary and secondary school, opened in February, is part of the UNICEF-assisted 'School Going to the Child' programme that finds out-of-school children suffering from social exclusion or violence and supports their return to the classroom. It also promotes improved pedagogy and community involvement. In the municipalities of MedellÌn and Ipiales, more than 1,700 children have returned to school through the programme.
©UNICEF/NYHQ2009-1812/Susan Markisz
Science Notebook, Colombia
An adolescent girl flips through her science notebook during an assembly at La Unión Educational Institute Secondary School in the northern municipality of Lorica in Córdoba Department. Colombia in September 2009. Children at the school have been affected, and many displaced, by recent flooding. UNICEF has supported a local government initiative to adjust the school year calendar around peak seasonal rains, and to ensure that alternative shelters, rather than schools, are available in the event of flooding. ©UNICEF/NYHQ2009-1834/Susan Markisz
Word Game, Elementary School, Lorica, Colombia
Third-grade girls play a word game during a classroom activity at the Antonio de la Torre y Miranda Educational Institute Primary School in the northern municipality of Lorica in Córdoba Department, Colombia in September 2009. Children at the school have been affected by recent flooding. UNICEF has supported a local government initiative to adjust the school year calendar around peak seasonal rains, and to ensure that alternative shelters, rather than schools, are available in the event of flooding. ©UNICEF/NYHQ2009-1822/Susan Markisz
Educating Girls, Colombia
Girls discuss their work outside a new classroom at La Unión Educational Institute Secondary School in the northern municipality of Lorica in Córdoba Department, Colombia in September 2009. Children at the school have been affected, and many displaced, by recent flooding. UNICEF has supported a local government initiative to adjust the school year calendar around peak seasonal rains, and to ensure that alternative shelters, rather than schools, are available in the event of flooding. ©UNICEF/NYHQ2009-1844/Susan Markisz
Third Grade, Colombia
Students work together in a third-grade science class at the Robert Owen Educational Institute in Moravia, a poor neighbourhood in Medellín, capital of Antioquia Department, Colombia in 2009. Through the UNICEF-assisted 'School Going to the Child' programme, more than 1,700 children have returned to school in the municipalities of Medellín and Ipiales. The programme finds out-of-school children suffering from social exclusion or violence and supports their return to the classroom. ©UNICEF/NYHQ2009-1762/Susan Markisz
Third Grade Science, Colombia
Children hand in schoolwork to their third-grade science teacher at the Robert Owen Educational Institute in Moravia, a poor neighbourhood in Medellín, capital of Antioquia Department, Colombia in 2009. Through the UNICEF-assisted 'School Going to the Child' programme, more than 1,700 children have returned to school in the municipalities of Medellín and Ipiales. The programme finds out-of-school children suffering from social exclusion or violence and supports their return to the classroom. It also promotes improved pedagogy and community involvement. ©UNICEF/NYHQ2009-1761/Susan Markisz
Play, Medellín
Children play in the hallways between classes at the Hector Abad Gomez Educational Institute in the Niquiato neighbourhood of Medellín, capital of Antioquia Department, Colombia in 2009. The primary and secondary school, is part of the UNICEF-assisted 'School Going to the Child' programme that finds out-of-school children suffering from social exclusion or violence and supports their return to the classroom. In the municipalities of Medellín and Ipiales, more than 1,700 children have returned to school through the programme. ©UNICEF/NYHQ2009-1807/Susan Markisz
Bully
A boy pushes past another boy to bully a third (in white shirt) who is holding a yoyo and is on the verge of tears, during recess at the Robert Owen Educational Institute in Moravia, a poor neighbourhood in Medellín, capital of Antioquia Department, Colombia. Through the UNICEF-assisted 'School Going to the Child' programme, more than 1,700 children have returned to school in the municipalities of Medellín and Ipiales. The programme finds out-of-school children suffering from social exclusion or violence and supports their return to the classroom. ©UNICEF/NYHQ2009-1769/Susan Markisz
Second Graders, Colombia
Second-grade students study geography at the Robert Owen Educational Institute in Moravia, a poor neighbourhood in Medellín, capital of Antioquia Department, Colombia in 2009. Through the UNICEF-assisted 'School Going to the Child programme, more than 1,700 children have returned to school in the municipalities of Medellín and Ipiales. The programme finds out-of-school children suffering from social exclusion or violence and supports their return to the classroom. ©UNICEF/NYHQ2009-1766/Susan Markisz
First Grade Teacher, Medellín, Colombia
A first grade teacher reads a book to her students at the Robert Owen Educational Institute in Moravia, a poor neighbourhood in Medellín, capital of Antioquia Department, Colombia in 2009. Through the UNICEF-assisted 'School Going to the Child programme, more than 1,700 children have returned to school in the municipalities of Medellín and Ipiales. The programme finds out-of-school children suffering from social exclusion or violence and supports their return to the classroom. ©UNICEF/NYHQ2009/Susan Markisz
Fifth Graders, Lorica, Colombia
Fifth-grade students participate in a classroom activity at the Antonio de la Torre y Miranda Educational Institute Primary School in the northern municipality of Lorica in Córdoba Department. Children at the school have been affected by recent flooding. UNICEF has supported a local government initiative to adjust the school year calendar around peak seasonal rains, and to ensure that alternative shelters, rather than schools, are available in the event of flooding. ©UNICEF/NYHQ2009-1820/Susan Markisz
English Class, Lorica, Colombia
Adolescent girls study together in an 11th grade English class at La Unión Educational Institute Secondary School in the northern municipality of Lorica in Córdoba Department in September 2009. Children at the school have been affected, and many displaced, by recent flooding. UNICEF has supported a local government initiative to adjust the school year calendar around peak seasonal rains, and to ensure that alternative shelters, rather than schools, are available in the event of flooding.
©UNICEF/NYHQ2009-1837/Susan Markisz
New school, Lorica, Colombia
Girls and boys chat outside a new classroom at La Unión Educational Institute Secondary School in the northern municipality of Lorica in Córdoba Department. Children at the school have been affected, and many displaced, by recent flooding. UNICEF has supported a local government initiative to adjust the school year calendar around peak seasonal rains, and to ensure that alternative shelters, rather than schools, are available in the event of flooding. ©UNICEF/NYHQ2009-1845/Susan Markisz
Classroom, Jamaica
Girls listen to a discussion on non-violence during the visit of UNICEF Advocate for Children Affected by War Ishmael Beah to the Eastern Peace Centre in the Mountain View community in the parish of Kingston and St. Andrew, Jamaica in May 2008. The Centre provides recreational activities, life-skills and conflict-resolution training and safe spaces for young people in violence-affected communities.
©UNICEF/NYHQ2008-0253/Susan Markisz
Jump, Jamaica
A girl learns to jump rope at the UNICEF-supported Denham Town Basic School in the Denham Town community in the parish of Kingston and St. Andrew, Jamaica, in 2008. Many poor families cannot afford pre-school fees, books or uniforms, so their children do not attend school regularly. ©UNICEF/NYHQ2008-0295/Susan Markisz
Wash, Jamaica
Children wash their hands and faces at an outdoor water point, at the UNICEF-supported Denham Town Basic School in the Denham Town community in the parish of Kingston and St. Andrew, Jamaica in 2008. Many poor families cannot afford pre-school fees, books or uniforms, so their children do not attend school regularly. © UNICEF/NYHQ2008-0298/Susan Markisz
Wash, Jamaica
Marcia Gordon, a teacher at the UNICEF-supported Denham Town Basic School in the Denham Town community in the parish of Kingston and St. Andrew, Jamaica, helps a boy wash his hands at an outdoor water point outside the school in 2008. Many poor families cannot afford pre-school fees, books or uniforms, so their children do not attend school regularly. ©UNICEF/NYHQ2008-0299/Susan Markisz
Read, Jamaica
Boys read a book as a girl plays with colourful plastic blocks at the UNICEF-supported Denham Town Basic School in the Denham Town community in the parish of Kingston and St. Andrew, Jamaica in 2008. Many poor families cannot afford pre-school fees, books or uniforms, so their children do not attend school regularly. ©UNICEF/NYHQ2008-0290/Susan Markisz
Denham Town Basic, Jamaica
A boy plays with colourful plastic blocks while another boy views a book on counting at the UNICEF-supported Denham Town Basic School in the Denham Town community in the parish of Kingston and St. Andrew, Jamaica in 2008. Many poor families cannot afford pre-school fees, books or uniforms, so their children do not attend school regularly. ©UNICEF/NYHQ2008-0291/Susan Markisz
Play, Jamaica
A girl plays with colourful plastic blocks at the UNICEF-supported Denham Town Basic School in the Denham Town community in the parish of Kingston and St. Andrew, Jamaica. Many poor families cannot afford pre-school fees, books or uniforms, so their children do not attend school regularly. ©UNICEF/NYHQ2008-0288/Susan Markisz
Denham Town Basic, Jamaica
Marcia Gordon, a teacher, guides children's play at the UNICEF-supported Denham Town Basic School in the Denham Town community in the parish of Kingston and St. Andrew, Jamaica in 2008. Many poor families cannot afford pre-school fees, books or uniforms, so their children do not attend school regularly. ©UNICEF/NYHQ2008-0282/Susan Markisz
ABCDEFG, Jamaica
A girl recites the alphabet with her class at the UNICEF-supported Denham Town Basic School in the Denham Town community in the parish of Kingston and St. Andrew, Jamaica. Many poor families cannot afford pre-school fees, books or uniforms, so their children do not attend school regularly. ©UNICEF/NYHQ2008-0293/Susan Markisz
Q and A
(Right) A girl asks a question at a special assembly held for the visit of Her Majesty Queen Rania Al-Abdullah of Jordan and UNICEF Executive Director Ann M. Veneman to The Young Women's Leadership School of East Harlem in New York City on 21 September 2009.
©UNICEF/NYHQ2009-1416/Susan Markisz
HRH Queen Rania
(Centre) Her Majesty Queen Rania Al-Abdullah of Jordan visits a science class at The Young Women's Leadership School of East Harlem in New York City on 21 September 2009. The school is the flagship of the Young Women's Leadership Network (TYWLS), a non-profit organization that provides inner-city youths with an advanced college preparatory education in a dynamic, hands-on learning environment. Queen Rania is Global Chair of the United Nations Girls' Education Initiative (UNGEI), which promotes girls' education and gender equality. ©UNICEF/NYHQ2009-1412/Susan Markisz
Malala
Education activist Malala Yousafzai of Pakistan addresses youth delegates at the Malala Day celebration and UN Youth Assembly at UN Headquarters on 12 July 2013. UN Secretary-General Ban Ki-moon is behind her, at right. Malala is the courageous education activist who, along with friends, was shot by the Taliban last October for championing girls' education in her country. ©UNICEF/NYHQ2013-0392/Susan Markisz
Roberto, Potosí, Bolivia
Roberto Canaza, 11, stands in front of a mural at Robertito School at the Cerro Rico Mines in the city of Potosí, capital of Potosí Department, Bolivia in April 2014. The mural behind him says: 'Education is a good foundation for life.' Named for one of the nearby mines, the school serves over 90 children of mining families. Founded in 2007 by the local NGO Voces Libres, the UNICEF-supported school is located at 4,700 metres (over 15,000 feet) above sea level and is the only educational facility serving the mining community for whom education would be otherwise inaccessible; the nearest school is a two-hour walk away. Cerro Rico mines have been in operation for more than 470 years. Once the worldís foremost supplier of silver, they are now worked for lead, zinc and silver ore. ©UNICEF/NYHQ2014-0498/Susan Markisz