1st part

Language; Most educational institutions provide instruction in languages that both instructors
and students do not fully comprehend due to the significant linguistic variety and the necessity
of understanding foreign languages such as English in order to obtain jobs, most educational
institutions provide instruction in languages that neither instructors nor students fully
comprehend. As a result, UNICEF is urging education ministries to teach pupils in their first
language.
Inadequate education and facilities Children in Africa endure a scarcity of educational resources
and learning opportunities. Some schools, particularly those in rural areas, do not have
instructors due to low wages. Due to the lack of conveniences such as books and desks, pupils
complete their classwork under trees and write on the ground in semi-arid and dry places.
Migration from rural to urban regions is a common occurrence. The majority of families travel to
cities in search of additional income. Their children attend schools in urban areas when they
relocate with their families, resulting in an influx of pupils and large class sizes, with a significant
number of students for each teacher. Because teachers are unable to address the requirements
of all kids, standardized test results are poor.
In African classrooms, Western teaching approaches are used. Languages such as English,
French, and German are taught to children. Children are not educated in their native tongue
because of cultural and ethnic differences. How students and teachers communicate in the
classroom is influenced by cultural attitudes and traditions.
Marginalization Although nomads and pastoralists are constantly excluded, ethnic groups
exposed to western education obtain a good education. Because nomads move from place to
place, poor areas lack schools and classes. In certain regions, there are mobile schools, while
in others, children learn under trees and on stones.

Prevalence of disabilities This is due to a shortage of preventive and rehabilitative treatments for
children with disabilities, according to the prevalence of disability. Many impaired children do not
go to school. They beg on the streets, and some are confined to their houses for fear of social
disgrace.

Part 2
Education is becoming increasingly diverse. Many educators have recognised that many
learners speak multiple languages, are gifted, have disabilities, and are culturally diverse.
Despite their differences, all students are encouraged to achieve educational goals and
standards. EFA guidelines, for example, accommodate all learners in all places to ensure that
every child attends school and receives a uniform education around the world. Integration of
students with disabilities into regular classes is being emphasized more. This is what is referred
to as inclusive education. Educators are encouraged to look for parallels in exam results despite
a diverse collection of students. All aspects of educational processes are influenced by cultural
factors. Cultural diversity allows all students to benefit from one another's experiences. It gives
pupils the opportunity to learn about diverse languages, cultures, and points of view from all
over the world.
Part 3
Schooling serves to socialize children to perform required adult roles, to keep children occupied,
to reduce opportunities for entering the labor force, to assist society by socializing children into
specific social values and customs, and to develop the expertise needed to live in a community,
such as reading and writing.