Bodmando Consulting Group

Primary and Secondary Education

Primary and secondary education serve as the backbone of a country’s education system and are key to shaping future generations. Globally, these two levels are considered essential for literacy, numeracy, life skills, and foundational competencies that support lifelong learning. According to UNESCO, primary education typically begins at age 6 and provides the first stage of formal education, while secondary education expands learning opportunities and prepares learners for higher education or the labor market.

These stages of education are more than just academic stepping stones — they are key drivers of social mobility, gender equality, economic participation, and democratic citizenship. The right to free, quality, and inclusive primary and secondary education is enshrined in international frameworks such as the Convention on the Rights of the Child (CRC) and Sustainable Development Goal 4 (SDG 4) which calls for “inclusive and equitable quality education and lifelong learning opportunities for

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Primary and Secondary Education in Global and Regional Contexts (Africa, South Africa, and Europe)

Across different regions, the challenges and priorities in delivering primary and secondary education vary but share underlying structural issues:

  • Africa and South Africa: Many countries continue to face high student-to-teacher ratios, lack of adequate infrastructure, and disparities in access between urban and rural areas. In South Africa, while access to primary education is nearly universal, secondary education completion rates remain low in certain provinces, especially among low-income and rural communities. Issues like gender-based violence in schools, language barriers, and socio-economic inequality further hinder learning.
  • Europe: Most countries in Europe have well-developed education systems, yet migrant populations, Roma communities, and children with disabilities often face exclusion or marginalization. There are also growing concerns around student mental health, digital divide, and adapting curricula to future job markets.
  • Global Landscape: According to the World Bank, an estimated 53% of children in low- and middle-income countries cannot read and understand a simple story by age 10 — a crisis now exacerbated by prolonged school closures due to the COVID-19 pandemic.

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Global Primary and Secondary Education Challenges and Opportunities

Education and learning are vital for both individual empowerment and national development, yet the global education landscape continues to face numerous challenges. Learning poverty remains a critical issue, with millions of children completing primary school without acquiring foundational literacy and numeracy skills. Marginalized groups—including girls, children with disabilities, refugees, and rural learners—often face systemic barriers to access, deepening inequality. Many education systems suffer from chronic underfunding, with governments allocating less than the recommended 20% of their budgets to education, leading to poor infrastructure, insufficient teaching resources, and low teacher remuneration. Educators frequently lack adequate training, mentorship, and professional development, contributing to weak teaching capacity and poor learning outcomes. Moreover, crises such as conflict, pandemics, and climate change continue to disrupt schooling, particularly for vulnerable populations. Despite these challenges, there are promising opportunities for transformation. Digital learning tools and EdTech innovations are expanding access to personalized and flexible learning, especially for underserved communities. Global frameworks such as SDG 4, supported by initiatives like the Global Partnership for Education and Education Cannot Wait, provide strategic direction and funding. Inclusive education models like Universal Design for Learning (UDL) and community-based approaches are increasingly being adopted to reach excluded learners. Additionally, the growing activism of youth demanding quality education and greater accountability offers a dynamic force for systemic reform and innovation in education governance.

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The Sustainable Development Goals particularly Goal 4 provide an opportunity to reflect and address global challenges facing Primary and Secondary Education

The Sustainable Development Goals (SDGs), especially Goal 4, underscore the global commitment to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Target 4.1 aims for all girls and boys to complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. These targets provide a strategic framework for educational development, particularly in contexts with disparities in access, quality, and outcomes. The implementation of this goal depends on collaborative action among education stakeholders, including governments, civil society, and development partners. Bodmando’s work aligns with these targets to promote better learning outcomes and equitable access for all learners.

UNICEF

Education is key to achieving all of the other Sustainable Development Goals.

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Recommendations

Bodmando recommends the following strategies to strengthen primary and secondary education systems:

  • Incorporate Monitoring, Evaluation and Learning (MEL) mechanisms in school programs to support data-driven decision-making.

  • Develop and implement inclusive Policy, Strategy and Programme Design that address systemic inequities and foster learner success.

  • Support Institutional Strengthening by enhancing leadership, school governance, and accountability systems.

  • Provide targeted Capacity Strengthening for teachers, education managers, and administrators to improve service delivery.

These recommendations are essential in building resilient education systems that are adaptable, inclusive, and learner-centered.

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What Bodmando does to improve Primary and Secondary Education outcomes

  • Conducts research and evaluation of primary and secondary education programs using participatory and evidence-based approaches.

  • Builds the capacity of educators, school leaders, and education officers to promote inclusive and quality teaching practices.

  • Supports the development and implementation of education policies, strategies, and reform programs at national and institutional levels.

  • Facilitates institutional assessments, strengthening leadership, governance, and accountability structures in school systems.

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References

    • UNESCO. “Education for Sustainable Development Goals: Learning Objectives.” 2017. https://unesdoc.unesco.org/ark:/48223/pf0000247444

    • United Nations. “Transforming Education Summit: Fact Sheet.” Accessed March 30, 2024.https://www.un.org/en/transforming-education-summit. 

    • World Bank. “Ending Learning Poverty: What Will It Take?” 2019. https://www.worldbank.org/en/topic/education/publication/ending-learning-poverty.

    • UNICEF. “Equitable Education for Every Child.” Accessed February 25, 2024. https://www.unicef.org/education.

    • Global Education Monitoring Report Team. “Inclusive Education: All Means All.” UNESCO, 2020. https://unesdoc.unesco.org/ark:/48223/pf0000373718.

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