That is a hard question to answer. When we think about the direction of society's innovations and the job market, we realize that underserved communities in developing countries will suffer the most from the digital divide. Let me share a figure (below) with the data analysis we conducted using data from the World Bank and other sources regarding 4 different factors: (a) Electricity access; (b) Internat Access; (c) Digital skills; (d) Cellphone subscription. Observe that poor countries will take until 2080 to solve the electricity problem and until 2100 to provide internet access to their citizens. This means we have an 80-year gap between developed and developing countries. 

The full paper (draft) is available at:  https://drive.google.com/file/d/1U5zVBOC4hI1HPZ14E7O65EPbDY76FRQz/view?usp=sharing​ 

The cultural relevancy of the learning is critical to ensure that curriculums and pedagogies prepare students to transition from immaturity to maturity and are able to fully participate in their communities, propel entrepreneurial economies and build sustainable circular digital societies. So in Africa we are focusing on empowering students to learn how to self manage and mobilise current knowledge about soil types, nutritional analysis, weather reports and predictions and crops' expected behaviour when these factors converge to optimise yields that facilitate self-management of food, water for drinking, hygiene and health and irrigation and energy. Our partners in the MENA are mobilising the UNESCO UIL Lifelong learning: an imperative for Higher Education https://www.uil.unesco.org/en/articles/publication-launch-lifelong-learn... us focus, for example, on how refugees, for example in Syria, may access flexible digital pathways to learning with recognition of Accreditation for Prior Experiential Learning or Accreditation for Prior Learning, and offering micro credentials to build candidates' portfolios of credentials, knowledge, skills and experiences. These can also be accessed in welcoming countries for refugees using our Consortium's platform if we win the funding from Horizon Europe for our bid - Investing in Vocational and Educational Training with Professional Educators and Administrators Committees for Empowerment (IVET with PEACE). Our Principal Investigator Dr Md Khalid Saifuddin of the submitting Denmark Technology University (DTU) and Finland will have their own culturally relevant goals that will be different to partners in Pakistan for example, but will still seek to boost inclusion in their own culturally relevant contexts. For example at the forthcoming European Conference for Educational Research (Glasgow) our consortium partners are presenting on '

Implementing Council of Europe Strategic Action Plan for Roma and Traveller Inclusion (2020-2025) in Albania: Building

Security Attachment Capital'.  Our conclusions revealed that those students who had experienced trauma, particularly refugees fleeing war, have not been able to pass through the stages of Bowlby’s attachment theory,  Our findings revealed Bowlby's attachment theory is not part of Kindergarten-staff qualifications and not known or applied by Kindergarten-staff. Kindergarten-staff build relationships with children spontaneously without referring to theories, frameworks or guidelines, which can lead to unconscious bias and haves and have nots including those who have passed through Bowlby's stages of  attachment theory who may judge those who have not and find them wanting. So the gap for socio-economic that mentions cognitive gaps being closed, needs to include emotional and mental health gaps being closed along with empowering citizens to work themselves out of poverty traps.  The framework of the Council of Europe (2020) CoE Strategic Action Plan for Roma and Traveller Inclusion (2020-2025) identifies member states and CoE delivering action plans for systematic, regular and structural co-operation with Roma civil-society organisations and that this can facilitate working towards jointly implementing projects. Transformation for democracy can start by building security attachment capital with equal

concern for all drawing on European Roma Institute for Arts and Culture (ERIAC) expertise. Implications are significant because i) people experiencing trauma for example from terrorist acts by Hezbollah, al-Shabaab and ISIS in

Europe, African Union, MENA, and Asia have low/no security attachment capital increasing their vulnerability to radicalisation, particularly in contexts of extreme poverty and loss and damage caused by climate change.

Recommendations for future funded research: ABCDE in five stages (that I explain further later on) is implemented with Kindergarten-staff:

A Encourage questions about security attachment capital;

B Deepen Kindergarten-Staff culturally responsive self-review of their knowledge of attachment theory and how to apply it to develop children’s security attachment capital.

C Collect data to develop informed historical and cultural consciousness of the impacts of current traumas and historical traumas experienced by previous generations (ancestors) on i) passing through the phases of Bowlby’s attachment theory for attachment security capital, or ii) getting stuck at a phase resulting in low/no security attachment capital

D Talk as an intervention strategy mobilised by ABCDE builds ‘rich vocabulary-emotional-life capital’ (Imam and Taysum, 2022) linked to cultural, and textual literacy, critical and analytic historical learning of causes of Trauma (De Gruy, 2008), and responsible historical consciousness to develop security attachment capital to support education for democracy.

E Principles transferred to other classroom learning experiences.

Our consortium has built a database of socio-economic impacts on education in 23 nation states from World War II to current times that have informed the strategies to narrow the gaps between the haves and the have-nots  here: 
https://ijse.padovauniversitypress.it/issue/4/1-0
https://ijse.padovauniversitypress.it/issue/6/2-0 
https://ijse.padovauniversitypress.it/issue/9/2-0
https://ijse.padovauniversitypress.it/issue/12/1-0
and for Lebanon and Iraq here:
https://www.alisontaysum.com

Our project uses tools A Blueprint for Character Development for Evolution (ABCDE) and Dewey's Assessment for Personal and Social Learning (APS Learning). Doctoral Candidates who are credentialed professional educators and leaders with a track record of leading effective and efficient investment in high quality learning are trained to use these tools with an Institutional Communications Infrastructure 'Professional Educators and Administrators Committees for Empowerment (PEACE) which trains the professional educators in schools and vocational contexts to collect data and use the feedback loops to generate statistical models. These culturally relevant models allow them use indicators to monitor and evaluate incremental progress using the statistical models. As a PEACE they meet to have dialogues using agendas derived from the tools to talk about culturally responsive methods that both reverse unconscious bias and facilitate mitigating strategies to be deployed if students do not meet particular expected milestones. This kind of culturally relevant differentiation of learning is monitored and evaluated to assure the curriculum Intended Learning Outcomes are met that boost inclusion, participation, diversity and equity in social contracts. The feedback loops, of less heard voices, go back to policy makers.

The changes we expect to see, if we win the funding for our proposal, is leaders who mobilise their doctoral training

as part of our work programmes are able to integrate feedback loops using the PEACE with stakeholders and policymakers that develop suggestions and recommendations throughout their lifecycles regarding the effectiveness and efficiency of investment in quality education. These consider the context the decisions are made, for example the cultural relevancy for each partner’s nation state’s decisions will be different in order to maximise and facilitate the uptake of group sensitive recommendations in policy. These will involve the culturally relevant quantitative measures that monitor incremental progress and qualitative pathways that include analyses of political and financial trade-offs associated with the recommendations produced. The feedback loops enable reflection on contextual changes needed to implement proposals

developed for example EBRD actions are linked to our consortium’s delivery of the EEA targets. We build on previously funded Horizon 2020 DocEnhance and OTTER, valorising its experience and findings to narrow gaps based on socio-economic status and to boost inclusion and institutional democratic rule-of-law, step by step. 

Thank you for your inquiry, I hope this comment sheds light on what our team is doing and plans to do to fully address boosting inclusion in future education systems that harmonises with United Nations (UN). 2022a. The role of higher education institutions in the transformation of future-fit education. https://bit.ly/3NAIyB9

Les inégalités socioéconomiques ont souvent impacté les résultats scolaires des élèves partout dans le monde. C’était une évidence sociale qui a été argumenté sociologiquement à travers la théorie de reproduction de Pierre Bourdieu ET autres.
Les enfants des ouvriers ont une forte chance de reproduire le parcours de leur appartenance et de même pour ceux qui proviennent de milieux aisés.
Ainsi la solution pourrait être entre les mains des décisions politiques des gouvernements, qui peuvent adopter des politiques sociales capables de soutenir les catégories sociales défavorisées.
 

The long-term effects of socioeconomic dynamics on students' development should be avoided. These inequities must be addressed in order to provide everyone the same opportunity. By putting money into high-quality education, enhancing infrastructure, and ensuring that people have access to resources and technology, governments, organizations, and communities must work together to close the gap. Scholarships, mentoring efforts, and other inclusivity-promoting programs can help level the playing field. To guarantee that cognitive talents, rather than socioeconomic considerations, become the main predictor of students' future growth, it is critical to prioritize fairness in education.

Underprivileged backgrounds vary depending on context, time and dominant discourse, but what does not change are the tentacles of poverty that surround individual past, present and future opportunities.  Individual life stories, lived experiences and narratives about living in and with poverty need to be heard, acted on and understood. Those living in or with poverty can be made by 'other' to feel  'poverty stigma' or shame, and this is something that needs to be challenged. Those who are, or who have lived with poverty need to be heard, so that society learns what it really means to be hungry, to be starving, not to have clean water, not to feel safe, to not have a permanent home, and not to have basic needs and rights met. If those living in or with poverty cannot access money, authentic support, or employment opportunities that  offer steps out of poverty, then the cycle of poverty maintains the status quo. 
There is a stigma about living in or with poverty.  Stigma is a concept used to keep our eyes wide shut, to not look at or hear about uncomfortable realities that belong to 'other'.  I wonder if the stigma relating to poverty ever leaves the individual 'other' or society.  Poverty belongs to society and therefore poverty belongs to us all. Perhaps the   stigma associated with poverty should only belong to those of us with our eyes wide shut, who are not acting, not doing, not saying, and not changing poverty.
 

Unfortunately, the cognitive capabilities of underprivileged students are often overshadowed by the socio-economic circumstances in which they find themselves. It is, even more, worse among indigenous students. These circumstances, such as poverty, lack of access to resources, and limited opportunities, create significant obstacles that hinder the development and realization of their full potential within an inclusive educational environment. The impact of socioeconomic factors on underprivileged students can manifest in various ways, including inadequate nutrition, unstable living conditions, limited access to quality education, and insufficient support systems.
However, it is crucial to highlight a shining example that challenges these prevailing stereotypes and provides hope for a more equitable future. The Kalinga Institute of Social Sciences (KISS) has emerged as a beacon of success in this regard. KISS has taken remarkable strides in creating a transformative platform where socio-economic conditions no longer dictate the destinies of underprivileged or marginalized indigenous students.
Through its innovative model of inclusive education, KISS has dismantled the barriers that socio-economic circumstances traditionally pose. It focuses on providing holistic support to students, addressing their educational, nutritional, healthcare, and emotional needs. By offering a nurturing and conducive learning environment, KISS ensures that students from underprivileged backgrounds can thrive and excel, regardless of their socio-economic challenges.
KISS's inclusive education model is designed to bridge the gap between the privileged and the underprivileged. It recognizes the inherent potential in every student and provides them with equal opportunities to grow and succeed. Through targeted interventions, personalized support, and access to comprehensive resources, KISS empowers underprivileged students to break free from the limitations imposed by their socio-economic circumstances.
To gain deeper insights into the transformative work of KISS and its model of inclusive education, I invite you to explore the following link. It will shed light on the strategies, initiatives, and success stories that have contributed to KISS's impressive track record in empowering underprivileged indigenous students and fostering an environment where socio-economic conditions no longer determine their future.
KISS - Kalinga Institute of Social Sciences - Bhubaneswar
By examining the remarkable accomplishments of KISS, we can draw inspiration and lessons for creating a more inclusive educational landscape worldwide, where all students have equal opportunities to thrive and reach their full potential, regardless of their socio-economic backgrounds.
 

This is a huge and deep-rooted problem. While there are no easy - nor quick - answers, experts have debated this issue for decades, as recounted by previous comments, and have proposed a variety of potential solutions. An additional one concerns some of the most widely-used tools that are available to secondary and tertiary education institutions in the "Global North", namely the internet and internet-based publications. Students, professionals, academics, and many others have had them at their disposal for at least two decades now, while their counterparts in developing countries cannot benefit from this widespread technology to the same extent throughout their education. Large investments supported by individual States, regional organisations, and supranational (EU) and international (UN) ones, ought to further boost their funds aimed at making reliable internet connections more frequently available in schools and universities in developing regions. Additionally, they also ought to waive fees for research databases, with a view to provide scientific publications (pertaining to all disciplines) and thus support a more just and comprehensive scientific, academic, and technical development in the "Global South". This is just one of the numerous pathways that could be pursued in order to address this vast and inequitable issue.

The impact of socio-economic dynamics on students' future development is a complex and persistent issue. Until equitable access to quality education is ensured for all, the socio-economic gap will continue to influence students' opportunities and outcomes. To address this, policymakers must prioritize investment in underprivileged schools, support teachers, and implement targeted interventions to bridge the divide. Additionally, fostering a supportive learning environment that values diversity and empowers disadvantaged students can contribute to narrowing the gap and unlocking their true potential.