"Over the next two years UNICEF will focus on improving access to and the quality of education to provide children who have dropped out of school or who work during school hours the opportunity to gain a formal education!"
About this Quote
Roger Moore isn not delivering a quip here; he is borrowing his celebrity to make bureaucracy sound like urgency. The line reads like an internal memo, but that is the point: UNICEF's work lives in the unglamorous details of access, quality, timelines, target populations. Moore, best known for playing a fantasy of competence (Bond), lends a familiar, trustworthy voice to the slow, procedural grind of actually changing outcomes for children.
The specific intent is pragmatic and donor-facing. "Over the next two years" signals a plan you can measure, not a vague appeal. "Access" and "quality" quietly acknowledge a common trap in development work: getting kids into classrooms means little if the instruction is poor, unsafe, or irrelevant. The sentence insists on both, an attempt to preempt the skeptical listener who has seen enrollment gains collapse into disappointment.
The subtext is harsher than the upbeat punctuation suggests. Children who "dropped out" or "work during school hours" are not outliers; they are evidence of systems where poverty, conflict, gender norms, and weak public services force impossible tradeoffs. By naming work explicitly, Moore helps shift the frame from individual failure to structural constraint: kids are not "choosing" school less, they are being priced out of it.
Context matters, too. Moore spent decades as a UNICEF Goodwill Ambassador, a role designed to translate institutional priorities into public emotion. This quote shows how that translation often works: not by poetry, but by turning policy into a promise.
The specific intent is pragmatic and donor-facing. "Over the next two years" signals a plan you can measure, not a vague appeal. "Access" and "quality" quietly acknowledge a common trap in development work: getting kids into classrooms means little if the instruction is poor, unsafe, or irrelevant. The sentence insists on both, an attempt to preempt the skeptical listener who has seen enrollment gains collapse into disappointment.
The subtext is harsher than the upbeat punctuation suggests. Children who "dropped out" or "work during school hours" are not outliers; they are evidence of systems where poverty, conflict, gender norms, and weak public services force impossible tradeoffs. By naming work explicitly, Moore helps shift the frame from individual failure to structural constraint: kids are not "choosing" school less, they are being priced out of it.
Context matters, too. Moore spent decades as a UNICEF Goodwill Ambassador, a role designed to translate institutional priorities into public emotion. This quote shows how that translation often works: not by poetry, but by turning policy into a promise.
Quote Details
| Topic | Learning |
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