Goal 4: Ensure inclusive and quality education for all and promote lifelong learning
Goal 4: Ensure inclusive and quality
education for all and promote lifelong learning
Obtaining a quality education is the foundation to improving
people’s lives and sustainable development. Major progress has been made
towards increasing access to education at all levels and increasing enrolment
rates in schools particularly for women and girls. Basic literacy skills have
improved tremendously, yet bolder efforts are needed to make even greater
strides for achieving universal education goals. For example, the world has
achieved equality in primary education between girls and boys, but few
countries have achieved that target at all levels of education.
Goal 4 aims to ensure that all people have access to quality education and lifelong learning opportunities. The Goal focuses on the acquisition of foundational and higher-order skills at all stages of education and development; greater and more equitable access to quality education at all levels as well as technical and vocational education and training (TVET); and the knowledge, skills and values needed to function well and contribute to society.
ReplyDeleteQuality education should lead to the acquisition of fundamental skills, such as literacy and numeracy, and higher level skills. The end of lower secondary school often coincides with the end of compulsory education. By this stage, students should be able to master subject-related knowledge and skills, possess personal and social skills and have a solid foundation for further learning throughout life. Data from 38 countries in the developed regions show that, in the majority of these countries.
ReplyDeleteAs the world's population grows, more resources and policies are needed to make sure that students everywhere get a good education. The world needs two million teachers and four million new classrooms to make sure every student can get an education. Full access to quality education is the first step to achieving sustainable development, poverty eradication, gender equality and women's empowerment. Let's make the sound investment in quality education by ensuring that primary and secondary schools are free for every child by 2030.
ReplyDeleteThe ten targets of the Sustainable Development Goal 4
ReplyDeletewww.youtube.com/watch?v=V24JzUPlR44
By 2030, ensure that all girls and boys complete free equitable primary and secondary education leading to relevant and effective learning outcomes
ReplyDeleteBy 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
ReplyDeleteVVOB's Definition of Quality Education. "A good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being.
ReplyDelete"A good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being. The learning outcomes that are required vary according to context but at the end of the basic education cycle must include threshold levels of literacy and numeracy, basic scientific knowledge and life skills including awareness and prevention of disease. Capacity development to improve the quality of teachers and other education stakeholders is crucial throughout this process."
ReplyDeleteVVOB believes that education leads to empowerment: a process of strengthening individuals, organisations and communities so they get more control over their own situations and environments. Quality education is a crucial factor in combating poverty and inequality in society. In quality education, VVOB distinguishes six dimensions that all interventions of the organisation need to meet.
ReplyDeleteThe VVOB definition refers to "all learners". This term refers to non-discrimination and equity. Equity in education means that personal and social circumstances such as gender, ethnic origin or family background are not obstacles to achieving educational potential and that all individuals reach at least a basic minimum level of skills. VVOB in particular focuses on gender equity
ReplyDeleteQuality education cannot be based on a blueprint that is applicable in all situations. Solutions and adaptations of education systems must be based on the real needs of a country and/or community. To guarantee this, VVOB evaluates its interventions
ReplyDeleteQuality education aims at developing a balanced set of capabilities of children they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being
ReplyDeleteEducation for sustainable development and global citizenship addresses pressing and overarching requirements of society: ‘living together’ and the ‘relationship with nature’.
ReplyDeleteGARVIT
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These are critical avenues for a sustainable and peaceful future for all. Equitable access to TVET and higher education is also promoted. Although enrolments in TVET in upper secondary rose by one-third between 2000 and 2013, the share of TVET fell from 26 per cent to 22 per cent.
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Tertiary education has expanded rapidly over the same period with enrolments doubling globally and increasing by 2.5 times in developing regions with almost equal numbers of men and women enrolled. However, worldwide, in 2013, there were still 757 million adults unable to read and write, of whom two-thirds were women.
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arly childhood is a critical period for a child’s cognitive development. Organized learning before the official start of primary school has been shown to boost a child’s social, emotional and intellectual development and support readiness for primary education and future learning. Pre-primary education is, in fact, considered an important part of a holistic and robust educational system. In 2014, two thirds of children worldwide participated in pre-primary or primary education in the year prior to the official entrance age to primary school. However, in sub-Saharan Africa, the least developed countries (LDCs) and landlocked developing countries (LLDCs), the rate was only 4 in 10 children, versus 9 in 10 children in Europe and Northern America, and Latin America and the Caribbean.
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Official development assistance (ODA) for scholarships amounted to $1 billion in 2015, a decrease from $1.2 billion in 2014. Australia, France and the United Kingdom of Great Britain and Northern Ireland were the largest contributors.
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On the basis of data from 65 developing countries, the average percentage of schools with access to computers and the Internet for teaching purposes is above 60 per cent in both primary and secondary education. However, the share is less than 40 per cent in more than half of sub-Saharan countries with data.
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The lack of trained teachers and the poor condition of schools in many parts of the world are jeopardizing prospects for quality education for all. Sub -Saharan Africa has a relatively low percentage of trained teachers in pre -primary, primary and secondary education (44 per cent, 74 per cent and 55 per cent, respectively). Moreover, the majority of schools in the region do not have access to electricity or potable water.
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Equity issues constitute a major challenge in education according to a recent assessment. In all countries with data, children from the richest 20 per cent of households achieved greater proficiency in reading at the end of their primary and lower secondary education than children from the poorest 20 per cent of households. In most countries with data, urban children scored higher in reading than rural children.
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