The impact of poverty on one’s access to getting an education cannot be underestimated. Children from low-income families are much more likely to miss out going to school. No one can attest to this fact better than Ann Beatty, who left school  at age 15 to help support her family financially. It meant giving up her dream to be a lawyer.  

“When I was growing up, we were economically poor, so it wasn’t possible for me to go for higher education,” says Ann, recalling how she took on retail jobs back in the 1980s when the British economy was marked by skyrocketing inflation, unemployment, economic stagnation and political strife. 

One of the budget cuts that infuriated the young Ann was the free childcare provided by local councils for working mothers. Implemented under then Prime Minister Margaret Thatcher, it forced many to give up their jobs to look after their children – further shoving low-income families into dire straits.

It was only in her 30s that she had the opportunity to study a Management Studies diploma course at the University of Westminster.

Trained as a life coach who worked her way up to leadership positions for the past 22 years, Ann believes she didn’t (and doesn’t) need a certificate, an MA or a PhD to move forward. Instead, her knowledge and skills were honed by years on-the-job, and her values polished through trial-and-error experiences from the “university of life” until she found her calling to help break the education injustice cycle.   

The biggest life-changing influences that made her realise that education was important were her father, who passed away 35 years ago, and her time spent in Sierra Leone, West Africa. 

“When I was a small girl I had to teach my dad to read and write. He was illiterate. He never told anybody. He was always very ashamed of that. I loved reading more than anything, it was my escape and I was struck by this, how awful it was that my dad couldn’t read and write… that he couldn’t go to school,” Ann says.

“The other thing that happened was when I was living in Sierra Leone. When I was there I realised that the only way that girls and boys can have choices in life is to be educated,” she adds.  

Now in her late 50s, Ann is The Steve Foundation (SSF) Chief Executive and UNESCO ASPnet Co-ordinator U.K. These organisations focus on providing access to quality education, exchanging knowledge, materials and good practice in education. 

“Education injustice is a critical global issue, affecting millions of children and adults by denying them the right to quality education, perpetuating poverty, inequality, and social division. The disparities in access to education have far-reaching consequences, and their impact varies depending on geographic, economic, and social contexts,” says Ann. 

There is cause for alarm when 250 million children globally are out-of-school, an increase of 6 million since 2021. Of these 122 million (48%) are girls and young women while 16 % of children and youth (primary to upper secondary) are not attending school. At primary level, 1 out of 10 children worldwide are not in school. Education progress continues to stagnate worldwide, according to the latest UNESCO report released in 2023. 

Poverty remains one of the most obstinate barriers. Other factors such as children living through economic fragility, political instability, conflict or natural disasters as well as those with disabilities or from ethnic minorities are more likely to have less or no access to education. 

The Covid-19 pandemic exacerbated the situation. It has pushed more than 700 million people into poverty. More than a billion children lost a year of school, and by the time the World Health Organization (WHO) declared an end to the global pandemic three years later on May 5, 2023 the learning losses suffered had not been recouped. 

Complex issue

Everyone has the right to education. It shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. This is according to Article 26 of the UN’s Universal Declaration of Human Rights. 

And yet…

The harsh realities children face in the countries Ann works in show a stark learning crisis – where children who attend school don’t learn basic skills or fall behind in their learning.

In Sierra Leone only 8% of the children in the third grade are able to read a simple text. Missing out on foundational skills such as reading, mathematics and writing hinders children’s growth and learning for the rest of their life. 

Gender bias blocks girls from even getting started. Globally, 119 million girls have never attended school. Some socio-economic norms contribute to the disparities between boys and girls, including arranged early marriages.  

“Education for all is not just a moral imperative but also a catalyst for economic development, social cohesion, gender equality, and global peace. It helps individuals reach their potential and contributes to healthier, more prosperous, and just societies. Ensuring access to quality education for every person, regardless of their background, is fundamental to creating a better future for everyone,” says Ann, who has witnessed some cases where students who were determined to learn chose to change their religion so they could attend the Christian school. 

Besides being a basic human right, education is a key driver of individual empowerment, societal development, and global progress.

“Having an education is incredibly powerful and transformative on multiple levels, profoundly affecting individuals, communities and societies. Its influence can be seen in personal development, economic progress and social change,” says Ann. 

However, there’s no one-size-fits-all solution against education inequality and inequity. 

Inequality is about the disparities and gaps in education in educational opportunities and outcomes between the privileged and disadvantaged groups, including differences in academic achievement, learning experiences, and life chances.

Inequity refers to the unequal distribution of resources, opportunities, and outcomes among different groups based on factors like socioeconomic status, race, gender, geography, or disability. The causes of education inequity are complex and interconnected, but they can be addressed with comprehensive, targeted solutions. 

“Achieving education justice is not only a moral imperative but also a critical step toward reducing global poverty, promoting gender equality, and ensuring sustainable development for all,” argues Ann. 

Systemic inequality is the root cause of education inequity, driven by socioeconomic, racial, and geographical disparities, along with biases in policy and teaching. Solving this requires coordinated efforts across education systems, communities, and governments, emphasising equitable funding, inclusive policies and curricula, teacher training, and the dismantling of social and cultural biases. Although challenging, addressing systemic inequality is essential to achieving true education equity.

“It is a complex problem driven by systemic inequalities, economic disparities, gender discrimination, and geographical barriers… but it can be solved through targeted reforms and collective efforts. By focusing on equitable funding, inclusive policies, teacher training, and ensuring access to resources for all students, societies can significantly reduce disparities and provide equal opportunities for everyone to succeed in education and beyond,” says Ann.

Ann believes in, and works toward, addressing education inequity through a combination of systemic reforms, targeted interventions, and inclusive policies. Solutions will require collective action from governments, educators, communities, and international organisations. 

In the meantime, organisations such as SSF play a vital role in working with educators on the ground to ensure they can access Continuous Professional Development (CPD), which is fit for purpose and forward thinking.

Disentangling ropes of injustice

While both education equity and equality are important, equity is the more pressing issue for us because it directly addresses the root causes of educational disparities. By prioritising equity, we can ensure that every student, regardless of their background or circumstances, has access to the resources and support they need to thrive.

“The work we are doing at The Steve Sinnott Foundation is to ensure that everyone has equitable access to education as it is a basic human right. Formal education is not for everyone so access to learning in different forms is really essential. Supporting educators on the ground to identify the learning needs of their students is essential to their students' learning. Many of the educators we work with do not have access to the internet and that means that both students and teachers learning and progress is disadvantaged. We have worked with partners to ensure digital connectivity is a priority through developing Learning Resource Centres and Digital Classrooms in rural areas. Factors like social environment, mental health, access to resources and opportunities for continued growth also play a significant role,” she adds. 

SSF’s ‘Positive Periods and Preventing Gender Based Violence’ is one of the initiatives working to improve girls' access to education and ensure that no girl is left behind.

“In my early career I worked in Social Housing and Community Development and worked with women fleeing domestic violence… and I’ve seen many women I’ve worked with thrive through opportunity,” advocates Ann, who has been a member of World of Women (WOW), a global all-women community that advocates a “She For She” alliance since 2020. Her fellow alumna coach Julie Rees introduced her to WOW and she just “loves the way the network champions each other’s achievements”.

Ann’s passion for leveling up the field is palpable: “Girls are hugely disadvantaged vs boys when families are faced with the hard decision of deciding who gets an education first or even at all.” 

“To ensure girls are not disadvantaged a comprehensive approach is required that addresses cultural biases, financial barriers, and safety concerns. By promoting gender equality through community engagement, financial support, school safety measures, and strong legal frameworks, societies can ensure that girls have equal access to education. The long-term benefits of educating girls are well-documented: improved family health, delayed marriages, and enhanced economic development. Educating girls is not only a matter of fairness but also a powerful tool for lifting entire communities out of poverty and inequality.”

“Closing the gaps in education equity requires sustained efforts across multiple sectors—education policy, socioeconomic reform, teacher training, and infrastructure development. Governments must prioritise equitable funding, expand early childhood education, and develop inclusive education policies that address the needs of marginalised groups.” 

“By promoting gender equality, investing in technology, and partnering with local communities and global organisations, we can create a more just and inclusive education system that provides inclusive, accessible and high quality education for all and where all children have the opportunity to learn and succeed,” says Ann.

The early years of painful struggles and shame may be in the past now for this secondary school dropout, but the flames that fanned her passion and purpose to alleviate learning injustices still continue to blaze. 

Ann is passionate about her family and she feels they are the most important achievement in her life. Her 40-year-old daughter, who was a teacher and is now an entrepreneur running her own celebratory cakes business in the UK, and her two young grandchildren, aged 18 and 14, remind her daily that anyone has a chance to aim for a better life despite challenges of racism, gender and education inequity.

In 2023, Ann completed a Foundation in Art Therapy and WellBeing at Hertfordshire University, which she says helped her to learn a lot about herself personally and her own life journey. She has incorporated some of this creativity into her work and she is excited that she is still learning.

“I would like to work with young people in a more creative way in the future, ensuring that not only will they have access to academic education but the Arts,“ Ann says. “I want to leave a legacy for the future that sees people taking control of their own destiny.”

Debbie | ws

(Images: Courtesy of Ann Beatty and The Steve Sinnott Foundation)

More info: UN Sustainable Development Report | UNESCO ASPnet | The Steve Sinnott Foundation | LinkedIn | Email: ann.beatty@stevesinnottfoundation.org.uk | Phone: +44 795 869 6316