{"id":505,"date":"2021-02-05T14:32:00","date_gmt":"2021-02-05T13:32:00","guid":{"rendered":"https:\/\/lpinstitute.dev.onpressidium.com\/news\/601d65299d1b6367f51f833d\/"},"modified":"2025-11-06T22:44:35","modified_gmt":"2025-11-06T21:44:35","slug":"outlook-for-children-global-outlook-to-2025","status":"publish","type":"post","link":"https:\/\/www.learningplanetinstitute.org\/en\/news\/perspectives-pour-les-enfants-perspectives-mondiales-jusquen-2025\/","title":{"rendered":"Outlook for children: global perspectives to 2025"},"content":{"rendered":"<p>Read the flagship report <a href=\"https:\/\/www.unicef.org\/globalinsight\/reports\/prospects-children-global-outlook-through-2025\" rel=\"noopener nofollow\">here<\/a>.<\/p>\n<p>The next five years will be crucial for the children.<\/p>\n<p>Every passing year brings us closer to 2030, the year for which the world has set itself ambitious targets - including for children - in the form of the Sustainable Development Goals (SDGs).<\/p>\n<p>The progress made over the next five years will determine whether the vision of the objectives is still possible.<\/p>\n<p>Our analysis examines the prospects for the world's children, based on a review of the changing context, against a backdrop of global crisis and growing uncertainty. COVID-19, climate change, slowing democratic expansion, a shaken spirit of multilateralism - all these factors have a profound and lasting impact on children.<\/p>\n<p>The current state of the world threatens to eclipse two decades of historic progress that has improved the lives of children. This progress is the result of a convergence in living standards - with poorer countries beginning to catch up with their wealthier counterparts - and a general improvement in children's lives thanks to new technologies, new knowledge and new standards - from the proliferation of anti-malaria bed nets to demands for gender equality in access to education.<\/p>\n<p>The persistence or reversal of these forces in the years ahead will be decisive in assessing the progress made for children at this delicate and complex moment in our history.<\/p>\n<p><strong>The main conclusions are as follows<\/strong><\/p>\n<ul>\n<li>The likelihood of a two-stage resurgence of the pandemic, with rich countries exiting first, creates the conditions for a historic disinvestment in children in many developing countries, putting the Millennium Development Goals for children out of reach.<\/li>\n<li>On the other hand, the possibility of accelerating technological advances for the benefit of children, inspired by the rapid development of COVID vaccines, and reinforced by a greater role for the State in funding research and development.<\/li>\n<li>The weakening of multilateralism risks stifling progress on the world's biggest collective action issues, including many of the greatest threats to children's lives.<\/li>\n<li>The effects of climate change on children's health, development and well-being will become increasingly evident. At the same time, the role of young people as a formidable force for changing climate-related attitudes, behaviors and policies is set to grow and become increasingly sophisticated.<\/li>\n<li>As the digital divide widens, there is a risk that children in developing countries will be the furthest behind in terms of their ability to benefit from digital tools, and the most exposed to deficiencies in digital governance.<\/li>\n<li>The trend towards youth activism is set to continue, as young people turn away from traditional forms of political participation, distrust electoral processes and express dissatisfaction with democracy.<\/li>\n<\/ul>\n<p>Courtesy of UNICEF<\/p>","protected":false},"excerpt":{"rendered":"<p>A new UNICEF report asks: at a time of global crisis and rising uncertainty, does the vision of the SDGs remain a possibility?<\/p>","protected":false},"author":5,"featured_media":506,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","footnotes":""},"categories":[26],"tags":[],"class_list":["post-505","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-international"],"acf":[],"meta_box":[],"_links":{"self":[{"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/posts\/505","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/comments?post=505"}],"version-history":[{"count":0,"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/posts\/505\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/media\/506"}],"wp:attachment":[{"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/media?parent=505"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/categories?post=505"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learningplanetinstitute.org\/en\/wp-json\/wp\/v2\/tags?post=505"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}