essay on international education day

Starting the Story for More Children on International Day of Education

#startthestory with us.

To mark The International Day of Education on January 24, 2024, we are using the hashtag  #StartTheStory  on social media to highlight the pivotal power that books, stories, and reading materials have in transforming lives and building better futures. Join us and share what started the story for you!

CALLING ALL READERS! What book made you a reader? #EducationDay is Jan 24.  To celebrate, share your favorite childhood book using #StartTheStory. Let's spark the joy of reading for all children everywhere!

What started the story for you?

Reading is like having an all access key that can open any door

- Luis Benveniste, Global Director of Education, World Bank

Books have the extraordinary ability to ignite children's curiosity

- Stefania Giannini, Assistant Director-General for Education, UNESCO

Books are children's window to achieving their dreams

- Robert Jenkins, Director, Education and Adolescent Development, UNICEF

The book that really got me into reading is Chinua Achebe's Things Fall Apart

- Victoria Kwakwa, Vice President for Eastern and Southern Africa, World Bank

Education and reading open our minds up to incredible creative power

- Rita Nana Adwoa Arthur, World Bank #YouthActOnEDU Spoken Word Winner

As a child, I started reading the tales of the Grimm brothers with my twin ...

- Axel van Trotsenburg, Senior Managing Director, World Bank

Why Reading with Children Matters

Becoming a reader is a complex process which requires lots of support and practice. Activities like talking to children, asking them questions, telling them stories and rhymes, and reading to them all form the foundations for children’s language development. Even after children start school and are taught the mechanics of reading, the process continues as children master more complex reading skills and move from learning to read to using reading as a tool to learn. Children need varied books (including picture books, non-fiction books, and textbooks),  support and encouragement from their parents and caregivers , effective literacy instruction in school, and regular opportunities to read. 

Unfortunately, too many children are growing up without books. Only  2 percent of children under the age of five in sub-Saharan Africa are growing up with three or more children’s books in their homes . Parents and caregivers with low literacy levels may not be aware of how they can support their children’s learning with reading activities. In some languages, there are few (or no) books available, which means children can’t practice reading in a  language they know . Even where books are available, they are often costly, making it prohibitively expensive for families. In some countries where textbooks are purchased by the education system, challenges with  procurement and distribution  can result in low-quality, high-cost books which don’t arrive in school on time (or at all).

These issues have lifelong consequences:  seventy percent of children in low- and middle-income countries  are unable to read and understand an age-appropriate passage by their tenth birthday (a situation we call  learning poverty ). Learning poverty wastes young peoples’ potential, impacts future workforces and ultimately, erodes countries’ economic competitiveness.

The World Bank's Approach

Through the  Read@Home  initiative, the World Bank is working with governments and other partners in 18 countries so far to expand access to  quality reading and learning materials , reduce the cost of  procuring and distributing books , and  support parents and caregivers  from the most vulnerable households to engage with their children’s learning.

• In Senegal , for example, Read@Home is supporting the government to distribute books in Arabic, French, and seven Senegalese languages alongside support for parents and caregivers to reach over 2 million children aged zero to six (covering 50 percent of children below the age of six across the country).
• In  North Macedonia , Read@Home supported government efforts to boost children’s reading assessment scores in the early grades, reaching the poorest 10 percent of families with storybooks and activities to encourage reading at home.
• Read@Home launched the  Early Learning Resource Network  to enable governments and partners to find and use  open licensed books  and instructional materials in multiple languages, and provide tools and guidance to support every stage of the book development and distribution process.

In 2020, the World Bank, Bill & Melinda Gates Foundation, FCDO, UNICEF, and USAID launched the Accelerator Program  which coordinates efforts across the partners to ensure that the countries in the Program are showing improvements in foundational skills at scale over the next three to five years.  The Accelerator Program acknowledges a global cohort of countries or sub-national entities that 1) demonstrate strong political and financial commitment to improved learning, 2) are willing to measure and monitor learning outcomes, and 3) have an investment plan to reduce learning poverty. 

The World Bank is also working closely with UNICEF, UNESCO, FCDO, USAID, the Bill & Melinda Gates Foundation, and GPE as the Coalition for Foundational Learning to advocate and provide technical support to ensure foundational learning.  The World Bank works with these partners to promote and endorse the  Commitment to Action on Foundational Learning , a global network of countries committed to halving the global share of children unable to read and understand a simple text by age 10 by 2030.

Getting every child reading. Are we up for the challenge?

Read@Home in Senegal: Tackling learning poverty with early reading

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Three steps to get every child reading

#StartTheStory

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INITIATIVES

Early Learning Resource Network

Coalition for Foundational Learning

Commitment to Action on Foundational Learning

Learning in Crisis: Prioritizing education & effective policies to recover lost learning

Download print-ready children's books and learning materials in a variety of languages

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2022 International Day of Education: looking back and leading forward in post-COVID19 learning recovery

We mark the fourth  International Day of Education  grappling with the devastating impacts of the COVID-19 pandemic on our current generation of learners  , which at the peak of school closures disrupted learning of more than 1.6 billion children and youth across the world. We are living a “crisis within a crisis”. 

Back in January 2021, we commemorated the day with a blog by World Bank Managing Director Mari Pangestu: “ Harnessing the promise of innovation in education “ in which she sounded the alarm on the impacts of the unfolding crisis and highlighted the opportunities offered by innovative approaches to delivering remote education during the pandemic. A related feature story:  Urgent, Effective Action Required to Quell the Impact of COVID-19 on Education Worldwide  – already then, was pointing to the huge potential learning loses and calling for urgent action to address these impact and invest in building back more effective, equitable and resilient education systems.

A lot happened in 12 months, but two things are now vividly clear: (i) the learning losses and the ensuing social and economic costs are substantial; (ii) urgent and ambitious action is needed to recover losses and accelerate learning. 

By the end of 2021, the evidence of the unprecedented magnitude of the COVID-19 pandemic-inflicted education crisis was undisputable. In our joint  State of the Education Crisis Report , with UNESCO and UNICEF, we updated our estimates of the economic costs of learning losses: this generation stands to lose $17 trillion in lifetime earnings (in present value) or about 14 percent of today’s global GDP, due to COVID-19 pandemic-related school closures and the economic shocks. This new projection far exceeds our $10 trillion  estimates released in 2020 . Moreover, in low- and middle-income countries, the share of children living in  Learning Poverty – already 53 percent before the pandemic – could reach 70 percent given the long school closures and the ineffectiveness of remote learning to ensure learning continuity for young children. The latest data also points to an inequality catastrophe in the making: across generations, socio-economic groups, locations, and across countries.

A chorus of voices internationally is sounding the alarm for policy makers to act now and decisively. At the end of 2021, the outgoing UNICEF Head, Henrietta Fore, and World Bank Group President, David Malpass uttered a powerful message to reverse the pandemic's education losses , and highlighted that by investing in learning recovery and using technology wisely we can turn the challenges and lessons from the pandemic into a catalyst to achieve the SDG goal of quality education for all children  .

We enter the third year of the pandemic armed with new data and lessons on how countries are ensuring learning continuity and recovery in the midst of the spread of the highly contagious Omicron variant, along with updated guidance and tools for: reopening and keeping opened schools safely, making remote learning more effective, measuring learning loss and assessing learning remotely, supporting teachers, and for developing and implementing robust evidence-based and inclusive learning recovery plans. Our education team, in collaboration with several partners, has been actively contributing to the global knowledge base in this area. Below is a very selected compilation of links to these resources.

As our teams and policy makers leverage this knowledge to implement aggressive measures to bring all students back to school and roll out ambitious learning recovery programs, we cannot forget to listen to the advice and lessons learned shared by learners themselves. Last year over 400 high school students from 62 countries across every continent, from various social, cultural and economic backgrounds, told us about their experience learning during COVID-19 and shared their ideas on how to improve the learning experience. Once again, we want to hear from you .

Meanwhile, let me share my own takeaways on what it takes to recover from this crisis and rebuild back better, effective, equitable and resilient education systems:

• In order realize the future of learning where learning does not stop at the school walls, we need to be guided by the fact that children learn best when they experience joy, rigor, and purpose in the learning process. Resilience and equity in education are two sides of the same coin. Remote education needs to harness the power of connectedness and meaningful two-way interactions between teachers and learners, and need to engage and support parents as partners to ensure both continuity of learning and children’s socioemotional well-being, especially in the early years.   
• While not a magic bullet, education technology can be an effective tool to expand access to learning both inside and outside of the classroom, building more resilient systems that personalize learning at and beyond the school. To realize this potential, investments in EdTech need to be embedded in broad, sustainable policies and programs that enable schools and education systems to accelerate learning, with a ruthless focus on equity. Digital learning must serve as the great equalizer, rather than what it has been: a great divider.   
• All efforts should aim at enhancing the effectiveness of teachers , through constant and effective feedback on how to improve their pedagogy, structured lesson plans, and strategies to nurture socio-emotional skills and to assess learning in the classroom. This support should include expanding their access and capacity to utilize technology , including technical and pedagogical competencies needed for effective remote teaching.  
• We need to end the learning data crisis . Collecting data and building national capacity to assess that learning is actually happening and monitor progress, understand the drivers of learning and improve management and delivery through feedback mechanisms.   
• As countries use data and evidence to design more effective policies, they also need to strive to invest and get better in the capacity to implement them and deliver services, while leveraging partnerships. Without good implementation, good policies will remain as good intentions. Local capacities need to be harnessed through cooperation across all levels of government as well as partnerships between the public and private sector.

Selected compilation of knowledge resources with advice and lessons learned during the pandemic:

• 100 weeks into the pandemic: the importance of keeping schools open and investing in learning recovery programs , January 24
• Ensuring learning continuity during COVID-19-related school closures: lessons from remote learning experiences in over 45 countries , January 24
• The global education crisis – even more severe than previously estimated , January 4, 2022
• #AfricaACTs on education: The future of West and Central African children is being shaped in today’s schools , December 13
• The State of the Global Education Crisis: A Path to Recovery , December 11
• Recovering learning: from emergency response to rebuilding back better education for the future , Dec 9
• Ramping up recovery: How students and systems are tackling the new normal in education (MENA) , December 9
• Protecting and Building Africa’s Human Capital , December 1
• How COVID-19 is exacerbating inequality of opportunities in Latin America , November 23
• Five lessons from remote learning during COVID-19 , November 18
• The urgent need to focus on foundational skills , November 8
• 7 Steps to Facilitate Effective One-to-One Support for Teachers , October 28
• The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond , October 7
• There will be no recovery without empowered, motivated and effective teachers , October 5
• Coach: Improving In-Service Teacher Professional Development , Sept 15
• The massive, yet invisible cost of keeping schools closed , August 26
• How to best support and protect young children during COVID-19? Some lessons learned , June 22
• Transforming how teachers use technology , June 2
• Getting back to learning: key policy actions for reopening schools , May 27
• Regional priorities for skills and technical education in the Eastern Caribbean States amid COVID-19 , May 13
• COVID-19 highlights the urgency of TVET reforms , April 15
• Mission: Recovering Education 2021 , March 29
• It is time to return to learning , March 24
• The urgency and opportunity to return to learning , January 24

PUBLICATIONS

• The State of the Global Education Crisis: A Path to Recovery , December 2021
• Twin reports : Remote Learning During the Global School Lockdown: Multi-Country Lessons and Remote Learning During COVID-19: Lessons from Today, Principles for Tomorrow, November 2021
• Building Evidence in Education , October 2021
• Steering Tertiary Education: Toward Resilient Systems that Deliver for All , September 2021
• What is Learning Poverty? , April 2021
• Mission: Recovering Education in 2021 , March 2021
• Better Jobs and Brighter Futures: Investing in Childcare to Build Human Capital , March 2021
• Education Finance Watch (EFW), February 2021
• Realizing the Future of Learning , January 2021
• Reimagining Human Connections: Technology and Innovation in Education at the World Bank , December 2020

GUIDANCE NOTES

• Policy Actions for School Reopening and Learning Recovery , May 2021
• Investing in the Early Years During COVID-19
• INCLUSIVE EDUCATION RESOURCE GUIDE: Ensuring Inclusion and Equity in Education
• Framework for Reopening Schools , April 2020

FOR MORE RESOURCES, VISIT

• World Bank Education and COVID-19
• World Bank Group Education homepage
• COVID-19 (coronavirus)

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Learning for lasting peace: International Day of Education

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During our recent 60th Anniversary Symposium, we caught up with Ministers of Education, experts, and partners on how they view the future of educational planning. Who does it serve? What are the priorities? And how is the field evolving? 

As we mark the sixth International Day of Education, watch these short videos to learn more.

Learning for lasting peace 

Education is a fundamental human right and is a driving force in establishing global peace. Amid a surge of conflicts, racism, and hate speech, ensuring inclusive and equitable quality education is more urgent today than ever. That’s why UNESCO is dedicating the sixth International Day of Education, on 24 January, to learning for lasting peace .

What role for educational planning and management? 

Planning and management can contribute to learning for lasting peace in many ways. For example, planning for crises, climate change, and inclusion can stamp out long-standing inequalities and build social cohesion and resilience. 

Planning for relevant skills for the future can help ensure today’s youth have decent work opportunities amid changing labour markets. Ensuring strong governance, transparency, and accountability can help guarantee effective service delivery and equitable financing for education. 

When these dimensions are carefully planned for, education can become a transformative vessel for peace and justice. 

Learn more about International Day of Education .

• Quality education: Reflecting on six years of sustainable transformation of professional practices 15 May 2024
• Customized training to strengthen educational planning and management in Pakistan 06 May 2024
• IIEP holds first Education Leadership Seminar on implementation and leading change 02 May 2024
• Find out more about UNESCO's 2024 celebrations for International Day of Education
• Planning education, building the future: voices from around the world

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• International Day of Education 2024: Advancing Learning for Lasting Peace

Joint Statement by UNESCO and UNICEF in sub-Saharan Africa

Dakar/Harare/Nairobi/Yaoundé, 24 January 2024 – On the International Day of Education, dedicated to Learning for Lasting Peace , we reaffirm our commitment to supporting governments in Africa to provide universal access to quality education for every child. Recognizing education as an inherent right and a fundamental pillar for peaceful societies, the call emphasizes the pivotal role of education in fostering inclusive, democratic, and participatory governance.

“We commend African governments for showing leadership at the Transforming Education Summit in discussing solutions to achieve inclusive and equitable quality education for all by 2030 and reiterating their commitments towards education as a basic human right.

Despite the progress made in recent decades, we acknowledge challenges that persist in achieving the Sustainable Development Goal (SDG) 4 on education of the 2030 Agenda for Sustainable Development . More than one in four (29 per cent) school-age children were still out of school on the continent, with a concerning statistic revealing that the out-of-school population in sub-Saharan Africa increased by 12 million over 2015–2021 (UNESCO Global Education Monitoring Report, 2023). Quality is also of concern even for those in school: 9 out of 10 children in sub-Saharan Africa could not read and understand a simple text by the age of 10.

It is therefore important that governments and partners maintain education at the top of the political agenda, emphasizing the importance of equitable domestic public financing. Education is the best long-term investment for building peaceful and sustainable societies.

In 2024, which the African Union has designated as the Year of Education, we call for accelerated progress towards achieving SDG4. The shared mission involves turning high-level commitments from the Transforming Education Summit into concrete actions, equipping African learners with the skills, values, attitudes and knowledge that are essential for fully integrating into society and having the best possible future.

We urge governments and partners to strengthen efforts to:

• Promote equitable domestic public financing for education, prioritizing the most vulnerable children. This will help reduce disparities among learners and reach universal coverage. Countries with higher learning and years of quality schooling experience fewer conflicts and an increase in safety and security.
• Emphasize the importance of education in strengthening and sustaining peace, as outlined in SDG4, Target 4.7, through the promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and life skills in line with the  Recommendation on Education for Peace, Human Rights and Sustainable Development adopted on 20 November 2023 by 194 UNESCO Member States at the 42 nd UNESCO’s General Conference.
• Rally multiple stakeholders across different sectors to create a movement, with young people at the center, towards a more robust 21 st century education for all children and young people.

“This comprehensive call for action underscores the urgency and importance of a collaborative effort to transform education, making it inclusive, peace-oriented, and resilient for the challenges of the 21st century. Together, let us forge a future where education becomes the cornerstone of lasting peace and progress.

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For more information about UNICEF and its work for children, visit www.unicef.org .

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International Day of Education – Message From the Un Secretary-general

Today we celebrate the first International Day of Education.

Education transforms lives. As United Nations Messenger of Peace Malala Yousafzai once said: “one child, one teacher, one book and one pen can change the world”. Nelson Mandela rightly called education “the most powerful weapon which you can use to change the world.”

Long before I served at the United Nations or held public office in my own country, I was a teacher. In the slums of Lisbon, I saw that education is an engine for poverty eradication and a force for peace.

Today, education is at the heart of the Sustainable Development Goals.

We need education to reduce inequalities and improve health. We need education to achieve gender equality and eliminate child marriage. We need education to protect our planet’s resources. And we need education to fight hate speech, xenophobia and intolerance, and to nurture global citizenship.

Yet at least 262 million children, adolescents and youth are out of school, most of them girls.  Millions more who attend school are not mastering the basics.

This is a violation of their human right to education. The world cannot afford a generation of children and young people who lack the skills they need to compete in the 21st century economy, nor can we afford to leave behind half of humanity.

We must do far more to advance Sustainable Development Goal 4, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Education can also break and reverse cycles of intergenerational poverty. Studies show that if all girls and boys complete secondary education, 420 million people could be lifted out of poverty.

Let us prioritize education as a public good; support it with cooperation, partnerships and funding; and recognize that leaving no one behind starts with education.

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International Day of Education – January 24, 2025

International Day of Education is observed on January 24 every year. It looks at education from a broader perspective. The quality of education varies for children around the world, with millions still deprived of this basic human right. The day is created to campaign for better education reforms and improve access to education for all. It’s a day to celebrate and advocate for access to education. One of the best ways to help everyone gain access to education is through scholarships, check out Scholaroo to find the top scholarships for January .

International Day of Education Resources

For those seeking access to higher education, we’ve compiled a list of useful resources that can help you on your way.

• One of the best ways to gain access to education is through scholarships, check out Scholaroo to find the top scholarships for January .
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History of International Day of Education

In December 2018, January 24 was proclaimed by the United Nations General Assembly as the International Day of Education, to celebrate education and reflect on the importance of learning for development and peace. Imparting education is not limited to institutions; each of us has a duty to promote quality education. What most of us likely take for granted, allowing access to education can lift many out of poverty and pave the path for a promising future.

According to UNESCO’s statistical data, an estimated 258 million children are not in school. The situation is worse for marginalized communities, those living in regions with higher inequality, and underdeveloped countries. The bitter reality is that there are countless societies around the world today where education is dismissed as unnecessary.

International Day of Education is a call for action — bringing individuals, civil society, and policymakers to take solid steps towards ensuring that primary and secondary education is given to children, as well as improving youth engagement in education. Learning programs should be designed for the needs of different demographics, converging to one main goal; equipping children with the education needed for employment and better futures.

The theme proclaimed by the United Nations for International Education Day 2022 is “Changing Course, Transforming Education.” Times have changed, and so have methods and mediums of learning. Education was digital in the years 2020-21 and is now heading towards a revival.

International Day of Education timeline

The Convention on the Rights of the Child states that all countries are required to make higher education accessible to all.

The No Child Left Behind U.S. Act is passed.

Education is recognized as the underlying agent for the success of the Sustainable Development Goals Agenda for 2030.

Pakistan’s National Education Assessment Report states that despite enrolment in schools, a significant number of students still score lower than the required level.

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International Day of Education FAQ s

Why is international day of education celebrated.

International Day of Education is observed annually to re-evaluate education in our lives, as well as identify and address the issues of education in our society. On a larger scale, the role of education in breaking boundaries between cultures and countries, and maintaining peace and equality is also observed.

What is the theme of International Day of Education in 2022?

The theme for International Day of Education 2022 is ‘Changing Course, Transforming Education.’

What was the theme of International Day of Education 2021?

The theme for International Day of Education in 2021 was ‘Recover and Revitalize Education for the COVID-19 Generation.’

How to Observe International Day of Education

Learn about education in your area.

Stay up-to-date with the curriculum and teaching methods of schools in your area. It's important to know where your area stands in terms of education after you graduate.

Support a child’s education

If you know someone who is out of school, it’s time to talk to them or their guardian about it. Do your part in promoting and advocating education and its importance.

Education-based organizations work towards their mission of promoting education. Donate generously to your favorite cause. Your contribution can secure a child’s future.

5 Empowering Quotes On Education

Malala yousafzai.

“One child, one teacher, one book, and one pen can change the world”.

Nelson Mandela

“The most powerful weapon which you can use to change the world.”

A Chinese proverb

“If You are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people”

Malcolm Forbes

“Education's purpose is to replace an empty mind with an open one.”

Benjamin Franklin

“An investment in knowledge pays the best interest”

Why International Day of Education is Important

Education is a human right.

It’s as simple as that. Education is a human right. To deprive someone of this right is tragic, as it can make the difference between a turbulent or prosperous future.

Education is the key to sustainable development

Without education, there cannot be persistent development. It is essential for helping societies evolve and develop.

Empowering individuals

At the core of it, educating an individual means empowering them. It empowers them to think, generate ideas, set goals, and have a purpose.

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International Day of Education 2024

The International Day of Education symbolizes the recognition of education as a fundamental human right, a public asset, and a collective responsibility. In light of this, the United Nations General Assembly designated the 24th of January each year as the International Day of Education. This day is commemorated to honour the pivotal role that education plays in fostering peace and promoting development. In collaboration with the Ministry of Education, Qatar Foundation has chosen to mark this occasion annually with the theme: "Education is Everyone's Responsibility."

Introduction

As we celebrate the International Day of Education with the support of the Ministry of Education and Higher Education, we invite parents to get more involved. This special occasion is a chance for parents to visit their kids' schools and take part in activities like meetings, workshops, and community events. Parents can also spend time with their children during the school day.

We are excited to invite you to join us at the Ceremonial Court in Education City, where you can participate in a variety of activities, workshops, and panel discussions that promise to be both informative and engaging.

Join us on 24 January at the Ceremonial Court in Education City for an enriching experience, as we delve into discussions surrounding the theme of this year's International Day of Education: "Education is Everyone's Responsibility."

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World War II planes stop in Maine on D-Day remembrance journey

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PRESQUE ISLE, Maine — Historic C-47 aircraft landed in Presque Isle on Saturday before heading to Europe to mark the 80th anniversary of D-Day.

Planes from the commemorative D-Day Squadron  flew in to meet an eager crowd of more than 1,000 people at the Presque Isle International Airport’s General Aviation Terminal yard.

C-47s dropped paratroopers in Normandy on D-Day — June 6, 1944 — in a massive airborne mission that eventually brought the end of World War II and the Allied victory. The squadron, which formed five years ago to commemorate the 75th D-Day anniversary, made Presque Isle the first stop on its 2024 Legacy Tour. That’s fitting, because the Presque Isle Army Airfield was a significant stopover during the war years.

With vintage military gear on display and 1940s-era music from the loudspeakers, visitors marveled as pilots shared stories of the planes that shaped history.

“I know what some of these guys went through. It cost a lot,” said Peter Cote of Fort Kent. “Some didn’t come back.”

As he watched the planes touch down and heard the unmistakable, deep roar of their engines, he grew emotional.

He drove with his wife, Beverly, to see the aircraft. It was their first time seeing the D-Day Squadron. Cote served for 23 years in the U.S. Navy and retired in 1993, he said.  

The Presque Isle Army Airfield was the starting point of the North Atlantic Route to Normandy for the D-Day operation, according to Kimberly Smith of the Presque Isle Historical Society . The route went from Presque Isle to Newfoundland, Labrador, Greenland, Iceland, Scotland, England and ultimately France.

That operation involved 156,000 troops storming Normandy from the sea and 13,000 paratroopers dropped in enemy territory, according to the D-Day Squadron. There were 9,000 lives lost. Of the 1,000 planes involved, 925 were C-47s.

The plane nicknamed “That’s All, Brother” led 800 planes into Normandy that day, said D-Day Squadron pilot John Bixby of Houston, Texas. The plane is based in San Marcos, Texas.

“For me, the fact that we’re retracing the air transport route is significant,” Bixby said. “It’s neat to be retracing the ferry route these guys traveled.”

The Blue Spruce Route went from Presque Isle to Goose Bay, Labrador, then on to Nasarsuaq, Greenland; Reykjavik, Iceland; Prestwick, Scotland; and Duxford, England, he and fellow pilot John McKiski said.

That’s All, Brother was found in a scrap yard some years after the war and might have been turned into scrap, he said. Fortunately, the Texas-based Commemorative Air Force, which formed with the goal of restoring World War II aircraft, found it first.

Pilot Ben Smith of New Jersey is a crewmember of the Placid Lassie. He had a ride in a C-47 and right then decided he wanted to learn to fly them, he said.

He actually met the last surviving wartime crewmember of the plane, Ssgt. Ed Tunison.

Tunison was a radio operator on the Lassie’s original crew, which flew about 155 men into Normandy on the morning of D-Day, according to the Tunison Foundation , which owns the Lassie.

Smith was enthused about being part of the squadron. Flying the plane feels like history come alive, he said.

“When given the opportunity to fly this airplane, how could you not?” he said.

When they leave Presque Isle, the C-47s will head across the Atlantic to follow The Blue Spruce Route and join several D-Day celebrations. After that, they will recognize the 75th anniversary of the Berlin Airlift, which dropped food and supplies to civilians in West Berlin following the war.

The event also recognized Armed Forces Day. A flag ceremony featured the Loring Job Corps Color Guard and the singing of the national anthem by Miss Teen Caribou Heather Gustin.

Andre and Melissa LaFrance of Grand Falls, New Brunswick, came to see the planes with their two young children, Zack and Riley.

They had never seen military aircraft like this up close, Andre LaFrance said. A war history buff, he was glad to share the moment with his children.

“I wanted to teach the kids why we live the life we do, in part because of these planes,” he said.

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