How do the lack of or low quality of material resources act as barriers to enrollment and participation?
If the content delivered by a primary school or school system is not of high quality, there is no incentive for families to send children to school, for children to attend regularly, or for children to persist with education. If Ministries of Education are not able to develop and provide adequate learning materials worldwide have invested heavily in design of appropriate national curricula and unless quality learning materials are available for children to use, the program content at classroom level will be of low quality.
How pervasive is this?
Inadequate materials and, often, their low quality is highly pervasive in EAC priority countries Materials are often of poor quality or not available..
Examples of EAC partners who are addressing absence of quality resources
Many EAC partners include the improvement of material resources among the strategies used to address OOSC in countries where they are working.
Here are some examples:
CARE is providing 103 primary schools in Somalia and 80,000 Karen children in Thailand and Myanmar with learning materials
UNICEF is improving the quality of primary education in Chad by providing books and guides to grades 1 and 2 classes, and in Sudan is providing learning materials for the 360,000 OOSC targeted.
The United Nations Relief and Works Agency (UNRWA) is providing learning materials for Syrian internal refugees and those in camps in Jordan and Lebanon.