In conversations about inequality, technology is often framed as the solution. But Amnesty International’s recent briefing reminds us that digital systems can also reproduce the very inequalities they claim to fix. Data collection, algorithmic decision-making, and digital identification systems are frequently presented as efficient and neutral tools of governance. Yet when these systems are built on biased data or implemented without human rights safeguards, they risk deepeni

Education does not end with school. Lifelong learning shapes who participates in leadership, innovation, and civic life. On 16 September 2026 , the UNESCO Global Network of Learning Cities will host a webinar on how female leadership can strengthen lifelong learning systems in cities . The discussion will explore how women leaders in communities, institutions, and local governments help create more inclusive education policies and expand learning opportunities beyond traditi

Artificial intelligence is rapidly transforming education, work, and communication, but many experts warn that women and girls may not be equally protected in this digital future. To better understand this issue, UNESCO launched a regional survey in the Caribbean titled “Perception of AI Fairness and Online Safety among Women and Girls.” The goal is to collect data on how women and girls experience online spaces, including problems such as online harassment, privacy risks,

Across different regions and crises, a common pattern emerges: when systems fail, children bear the cost. In Sri Lanka, weak and regressive tax policies hollowed out public revenue for decades. When the economy collapsed, it was not only markets that suffered it was classrooms. Schools lacked basic materials. Families pulled children out because transport and electricity became unaffordable. Fiscal policy, often treated as technical economics, became a direct determinant of a

As someone interested in human rights, education, and how policies shape everyday life, Sri Lanka’s recent crisis shows how economic decisions can directly affect children’s futures. In 2022, the country defaulted on its debt and entered its worst economic crisis since independence. For many families, this meant lost jobs, soaring food prices, power cuts, and children missing school because transportation became too expensive. More than four million people fell into poverty.

As someone deeply interested in human rights and education, I believe one truth should be universal: schools must remain safe spaces, even during war. Yet in many conflict zones from Gaza to Ukraine to Afghanistan classrooms are increasingly becoming targets. Schools are bombed, occupied by armed forces, or turned into military bases. When this happens, students do not only lose buildings; they lose access to learning, safety, and future opportunities. In response, more than

When “Offline” Means Being Shut Out In 2026, being offline isn’t just inconvenient it can mean being locked out of school, work, and even basic rights. Digital access shapes who gets to learn, who gets to earn, and who gets heard. But according to UNICEF, around 90% of adolescent girls in low-income countries are still offline. That isn’t just a tech problem. It’s a human rights problem. If girls don’t have devices, internet access, or digital skills, they’re pushed to the m

1. Why This Report Matters As someone who cares deeply about human rights and access to education, this report immediately stood out to me. Female genital mutilation (FGM) and child marriage are not only harmful cultural practices—they are serious violations of girls’ rights, dignity, and future opportunities. For millions of girls, these practices mean losing the chance to continue their education, make decisions about their own bodies, and shape their own futures. Although

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