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According to a large framework of regional and international human rights conventions, treaties, and declarations, education is a fundamental human right and it is also indispensable for the exercise of a vast array of other human rights. As just one example of many, Article 26 of the United Nations Universal Declaration of Human Rights, a milestone global rights document, declares that “Everyone has the right to education” – regardless of sex, creed, religion, or other distinction.
In addition to its intrinsic value and human rights dimension, education is also widely recognized as a key driver of socioeconomic growth and development. A wealth of empirical literature from around the world has powerfully demonstrated that greater levels of education, both for individuals and nations, increase efficiency and productivity, raise innovation and creativity, and ultimately lead to greater wages or income, wealth, growth, and development. Notably, considerable work by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) (along with many others) has also shown that education continues to be among the best and smartest investments that nations can make: small investments tend to result in massive returns.
Shining the light on Eritrea
In Eritrea, education remains a central pillar of society and the country has prioritized it as a key plank within its national policy and broader framework for development, socio-economic growth, and poverty alleviation. National policy in the country provides for access to education free of charge to all, extending from the primary to the tertiary level. This is complemented by several other programs and measures that aim to promote inclusion and equal opportunities for all Eritreans, including the provision of subsidized and free learning materials for individuals or groups in need, financial or resource assistance to vulnerable households to keep children enrolled, the mother language policy, adult, and outreach learning programs, the establishment of boarding schools for students from remote communities or nomadic groups, literacy and skills programs for rehabilitee prisoners, and transport assistance (such as bicycles or donkeys) for some communities or groups within certain areas.
Additionally, selected schools in different parts of the country provide meals to students, an important social protection tool that leads to multiple health and learning benefits. Boarding schools have been constructed in historically and economically disadvantaged communities, and they operate with public funding at all levels of learning. Notably, continued substantial investment and support for technical and vocational education is helping to promote greater opportunities for decent, productive work, sustainable livelihoods, personal empowerment, and improved incomes, especially for youth, women, and the generally disadvantaged.
Tangible progress is recognizable through various indicators
Progress in education in Eritrea can be viewed through examining different measures. For one, consider educational institutions: the number of schools at all levels has increased significantly from 526 in 1991/92 to 1,930 in 2015/16 and to 2,254 in 2020/21. (In fact, many more schools have been constructed in the period since then, thus raising the national total.)
Parallel to this, national enrolments have also risen dramatically. Specifically, enrolment at all levels was about 248,000 in 1991 and about 620,000 in 2020/21. Noteworthy, too, is that parity between boys and girls in primary education has been achieved, while the historically huge gender disparities in secondary and tertiary education enrolment continue to be reduced. As well, overall enrolments in technical and vocational education and training are also steadily increasing (again with female enrolments nearing parity), thus providing young people of all backgrounds and from all walks of life with a viable alternative avenue towards employment and sustainable livelihoods.
Finally, examining literacy levels also sheds important light on national progress. In 2018, adult literacy was about 77 percent, a substantial jump from 1990 when it was approximately 46 percent. Across the same period, even steeper increases were achieved in youth literacy, indicating that the country’s efforts to strengthen the supply and quality of basic education programs have largely been successful. Specifically, in 2018, youth literacy was around 93 percent, a significant rise from about 61 percent in 1990. It is worth noting that UNESCO’s Institute for Statistics has stated that Eritrea has achieved one of the largest increases in youth literacy anywhere in the world over the past 50 years.
Seeing progress firsthand
Beyond the numbers, living and working in Eritrea has provided the opportunity to witness progress qualitatively and firsthand. Upon visiting national offices, institutions, and other areas, you are likely to quickly run into countless young, sharp, creative minds. Taking the time to visit educational institutions or classrooms anywhere in the nation and you are also likely to find that the student body offers a more representative snapshot of the nation. Whereas education was historically limited to a small, thin sliver of the population, today students from the country’s various ethnolinguistic groups, hailing from one of its geographic regions, and from all walks of life are actively learning and participating.
One lively conversation I was involved in several years ago with some colleagues continues to stick firmly in mind. As we were chatting, I learned that one of them – who is now a university lecturer and from one of the country’s smallest ethnolinguistic groups (by population) – was the first person in his family to attend university or college. His achievement was proudly celebrated by his family, and it also served to inspire his young neighbours and relatives to continue their own education. In fact, his younger brother soon went on to graduate from one of the colleges and subsequently became a graduate teaching assistant (and is well on course to receive a scholarship to continue his education).
As we discussed those accomplishments, my colleagues went on to narrate another story of another student – again from one of Eritrea’s smallest ethnolinguistic groups – who was not only the first person in his family to become literate or attend higher education, but was the first person in his entire town to attend university. The town, in honour of his great accomplishment, rewarded the young man by coming together to gift him gold and camels. What is even more exciting is that other young people in the town and surrounding regions have been greatly inspired and many have continued in his footsteps to further their education.
These types of stories not only put a positive, human dimension onto the numbers and statistics showing progress, but encourage us to renew and strengthen our commitments to equality and national development.
