Education enables upward socioeconomic mobility and is a key to escaping poverty. Over the past decade, major progress was made towards increasing access to education and school enrolment rates at all levels, particularly for girls. Nevertheless, about 260 million children were still out of school in 2018 — nearly one fifth of the global population in that age group. And more than half of all children and adolescents worldwide are not meeting minimum proficiency standards in reading and mathematics. 

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In 2020, as the COVID-19 pandemic spread across the globe, a majority of countries announced the temporary closure of schools, impacting more than 91 per cent of students worldwide. By April 2020, close to 1.6 billion children and youth were out of school. And nearly 369 million children who rely on school meals needed to look to other sources for daily nutrition. 
Never before have so many children had been out of school at the same time, disrupting learning and upending lives, especially the most vulnerable and marginalised. The global pandemic has far-reaching consequences that may jeopardize hard won gains made in improving global education.

Fact Figures
Enrolment in primary education in developing countries has reached 91 per cent but 57 million primary age children remain out of school.
More than half of children that have not enrolled in school live in sub-Saharan Africa.
An estimated 50 per cent of out-of-school children of primary school age live in conflict-affected areas.
617 million youth worldwide lack basic mathematics and literacy skills.

Gender inequalities in education are greatest challenges among the children

Gender inequalities in education are greatest challenges especially among the children with disabilities such as epilepsy in the country. Adolescent girls face specific challenges to staying in school and learning. In many contexts, as girls approach puberty, their opportunities can shrink compared to those of their brothers’, underpinned by harmful gender norms which may impose restrictions on their mobility. Girls and young women also face a disproportionate burden of domestic work, and face greater risk of violence, including sexual violence.

Millennium Child Support Group supports thousands of poorest girls to improve their lives through education. We seeks to supports initiatives which aim to find better ways of getting girls into school and ensuring they receive a quality of education to transform their future.

Our  initiative support interventions for highly marginalised, adolescent girls who are out of school (either because they have never attended school, or have already dropped out of school without gaining a basic education) to (re-) enrol in education, gain employment or improve the quality of their family lives.
Millennium Child Support Group (MCSG) focuses on the acquisition of basic education and skills, tackling social and gender norms, and testing sustainable solutions that can provide systemic change
We supports out-of-school adolescent girls, aged between 10 and 19, who have dropped out of or never attended school, into education, vocational  or to gain skills relevant for improving quality of their family lives.

1. Improve children especially, girls’ literacy, numeracy and other skills relevant for life and work
2. Empower adolescent girls and tackle harmful social and gender norms that contribute to girls being out of school

A systematic approach to addressing the causes and impact of school dropout and non-enrolment during adolescence
, including tackling community attitudes and harmful social and gender norms such as child marriage, early pregnancy, forced domestic work, or violence.

Millennium Child Excellence Award Scheme.
Millennium Child Support Group is dedicated to improving the lives of underprivileged and disadvantaged children in the deprived communities to reach their full potential and also to augment the government effort in providing good quality education.

Millennium Child Excellence Award Scheme was instituted to offer assistance to brilliant but needy school children to realize their dreams by bettering their education. It is a financial award to give recognition to children with exceptional abilities who have achieved outstanding performance in our standardized tests in English, Mathematics, Science and ICT education.
It’s been realized that, economically challenged and apparently intellectually weak pupils, with poor parental backgrounds are sometimes not attracted to or retained in the formal school system. These children constitute a critical mass, whose continuous exclusion from the school system would make it difficult to achieve Sustainable Development Goals (SDGs) in Education

At the various levels of education in the country, brilliant but needy students have been identified. Most of these children are unable to pay their school fees, some as low as three dollars a term. Most of such children end up dropping out of school, shutting their dreams of a better life in future. Those who are fortunate to make it through the senior high level with good grades are also unable to buy university entrance forms let alone pay their admission fees, should they gain admission.

In view of this most of these brilliant students have turned to hawking on the main streets of the country to make a living. Others too have become criminals robbing people at gun point as well as engaging in fraudulent activities. This is costing the country a great deal as vital human resources are being wasted.

MCSG’s Work in Education
We work alongside with local communities, governments and partner organizations at many levels to address all aspects of basic education.
Drawing strength from our global reach, decades of experience, extensive education portfolio and partnerships, we develop innovative learning solutions and provide educators with the knowledge and skills necessary to fulfil everyone’s need to learn.
We support teachers’ education and other school personnel to improve the quality of education while linking education programs to interventions in health, nutrition and livelihoods to better address the reasons children don't attend school. We also help communities assess and overcome their unique barriers to learning.

Girls' Education

School gives girls a chance at life, especially in areas of the world where child marriage, early motherhood and poverty are the only other options. We work to remove obstacles keeping girls from leading healthy, empowered lives.
4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.5 By 2030 eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.A Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
4. B By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, Small Island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
4. C By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
Our Partners