Knowledge
Here’s An Overview Of Sustainable Development Goals For Education
The UN decided on Sustainable Development Goals to be achieved by 2030, Inclusive Education is among them. Read about how targets are set to bring a positive change.
Education is the prime tool that equips a child to meet the challenges of life. Children with any physical or emotional disabilities need this even more to supplement their different talents. Indeed, disability need not be an impediment to achievement.
As per the Census 2011 of India, out of over 120 crore people, 2.2 per cent Indians are disabled. In absolute terms, over 2.68 crore people live with one form of disability or another. To make life better for them, the concept of Inclusive Education came into action. It's a model of education in which children with disabilities are free to spend all or most of their time in common (govt. & private) schools with children without any special needs. Fortunately, the universal access to Inclusive Education has proved its potential to shift our society towards creating a more just and equitable future for everyone.
‘Education Is A Human Right And A Force For Sustainable Development And Peace’.
The SDGs or Sustainable Development Goals were set in 2015 by the United Nations General Assembly and are intended to be achieved by the year 2030. These are a collection of 17 Global Goals designed to be a "blueprint to achieve a better and more sustainable future for all.” The SDGs were developed to succeed the Millennium Development Goals (MDGs) which ended in 2015.
One of the set goals in SDGs is No. 4 Education 2030, which says that in order to enjoy a more secure and sustainable future, equal educational right for all regardless of one’s colour, creed, caste, race, gender, physical or mental ability etc. is important
Let’s talk in detail about the targets set in the SDG 4 that are to be achieved by 2030:
Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
The provision of 12 years of free, publicly-funded, inclusive, equitable, quality primary and secondary education – of which at least nine years are compulsory, leading to relevant learning outcomes, should be ensured for all, without discrimination.
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
The provision of at least one year of free and compulsory quality pre-primary education is encouraged, to be delivered by well-trained educators, as well as that of early childhood development and care.
Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
Significance of skills development and technical and vocational education and training (TVET), starting from the secondary level, as well as to tertiary education, including university, and to provide lifelong learning opportunities for youth and adults. The provision of tertiary education should be made progressively free, in line with existing international agreements.
Substantially increase in the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
Equitable access to TVET needs to be expanded while quality is ensured. Learning opportunities should be increased and diversified, so that all youth and adults, especially girls and women, can acquire relevant knowledge, skills and competencies for decent work and life.
Beyond work-specific skills, emphasis must be placed on developing high-level cognitive and non-cognitive/transferable skills, which can be used across a range of occupational fields.
Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
All people, irrespective of sex, age, race, colour, ethnicity, language, religion, political or other opinions, national or social origin, property or birth, as well as persons with disabilities, migrants, indigenous peoples, and children and youth, especially those in vulnerable situations or other status, should have access to inclusive, equitable quality education and lifelong learning opportunities. Vulnerable groups that require particular attention and targeted strategies include persons with disabilities, indigenous peoples, ethnic minorities and the poor.
All girls and boys, women and men, should have equal opportunity to enjoy education of high quality, achieve at equal levels and enjoy equal benefits from education. Adolescent girls and young women, who may be subject to gender-based violence, child marriage, early pregnancy and a heavy load of household chores, as well as those living in poor and remote rural areas, require special attention. In contexts in which boys are disadvantaged, targeted action should be taken for them.
Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
It is underpinned by the contemporary understanding of literacy as a continuum of proficiency levels in a given context, action for this target aims at ensuring all young people and adults across the world should achieve relevant and recognized proficiency levels in functional literacy and numeracy skills that are equivalent to levels achieved at the successful completion of basic education.
Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
The knowledge, skills, values and attitudes required by citizens to lead productive lives, make informed decisions and assume active roles locally and globally in facing and resolving global challenges can be acquired through education for Sustainable Development And Global Citizenship Education, which includes peace and human rights education, as well as intercultural education and education for international understanding.
- Build and upgrade education facilities that are child, disability and gender-sensitive and provide safe, non-violent, inclusive and effective learning environments for all
This target addresses the need for adequate physical infrastructure and safe, inclusive environments that nurture learning for all, regardless of background or disability status.
- Substantially expand globally the number of scholarships available to developing countries, in particular, least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
Scholarship programmes can play a vital role in providing opportunities for young people and adults who would otherwise not be able to afford to continue their education. In line with the SDG 4 Education 2030 focus on equity, inclusion and quality, scholarships should be transparently targeted at young people from disadvantaged backgrounds.
- Substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
Teachers are the key to achieving all of the SDG 4 targets. It requires urgent attention, with a more immediate deadline, because the equity gap in education is exacerbated by the shortage and uneven distribution of professionally trained teachers, especially in disadvantaged areas. As teachers are a fundamental condition for guaranteeing quality education, teachers and educators should be empowered, adequately recruited and remunerated, motivated, professionally qualified, and supported within well-resourced, efficient and effectively governed systems.
According to UNESCO, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, it would require political will, global and regional collaboration and the engagement of all governments, civil society, the private sector, youth, UN and other multilateral agencies to tackle educational challenges.
Source: sdg4education2030.org
Image Courtesy: sdg4education2030.org, Google