Sustainable Development Goal #4

Quality
Education

Education enables upward

socioeconomic mobility and is a key to
escaping poverty. Over the past
decade, major progress was made
towards increasing access to
education and school enrollment rates
at all levels, particularly for girls.
In 2020, as the COVID-19 pandemic
spread across the globe, a majority of
countries announced the temporary
closure of schools, impacting more
than 91 per cent of students
worldwide.
By April 2020, close to 1.6 billion children
and youth were out of school. And nearly
369 million children who rely on school
meals needed to look to other sources for
daily nutrition.
In an effort to foster
international collaboration and
ensure that education never
stops, UNESCO is mounting a
response with a set of initiatives
that include the global
monitoring of national and
localized school closures.
 To protect the well-being of children
and ensure they have access to
continued learning, UNESCO in March
2020 launched the COVID-19 Global
Education Coalition, a multi-sector
partnership between the UN family,
civil society organizations, media and
IT partners to design and deploy
innovative solutions.
Together they help countries tackle
content and connectivity gaps, and
facilitate inclusive learning
opportunities for children and youth
during this period of sudden and
unprecedented educational
disruption.
Specifically, the Global Education Coalition aims to:

Help countries in mobilizing resources and

implementing innovative and context-
appropriate solutions to provide education
remotely, leveraging hi-tech, low-tech and no-
tech approaches;
Seek equitable solutions and universal access;
Ensure coordinated responses and avoid
overlapping efforts;
Facilitate the return of students to school when
they reopen to avoid an upsurge in dropout rates.
UNICEF also scaled up its work in 145 low-
and middle-income countries to support
governments and education partners in
developing plans for a rapid, system-
wide response including alternative
learning programmes and mental health
support.
Before the coronavirus crisis, projections
showed that more than 200 million children
would be out of school, and only 60 per cent of
young people would be completing upper
secondary education in 2030.
Before the coronavirus crisis, the proportion of
children and youth out of primary and secondary
school had declined from 26 per cent in 2000 to
19 per cent in 2010 and 17 per cent in 2018.
More than half of children that
have not enrolled in school live in
sub-Saharan Africa, and more
than 85 per cent of children in
sub-Saharan Africa are not
learning the minimum
617 million youth worldwide lack
basic mathematics and literacy
skills.
Some 750 million adults – two thirds of them women –
remained illiterate in 2016. Half of the global illiterate
population lives in South Asia, and a quarter live in sub-
Saharan Africa.
In 10 low- and middle-income countries, children with
disabilities were 19per cent less likely to achieve
minimum proficiency in reading than those without
disabilities.
4 million refugee children were out of school in 2017

 GOALS
4.1 By 2030, ensure that all girls and boys complete free, equitable and
quality primary and secondary education leading to relevant and
Goal-4 effective learning outcomes

4.2 By 2030, ensure that all girls and boys have access to quality early
childhood development, care and preprimary education so that they
are ready for primary education

4.3 By 2030, ensure equal access for all women and men to affordable
and quality technical, vocational and tertiary education, including
university
 GOALS

4.4 By 2030, substantially increase the number of youth

and adults who have relevant skills, including technical
and vocational skills, for employment, decent jobs and
entrepreneurship

4.5 By 2030, 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

4.6 By 2030, ensure that all youth and a substantial

proportion of adults, both men and women, achieve
literacy and numeracy

 GOALS
4.7 By 2030, 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 non-violence, global citizenship
and appreciation of cultural diversity and of culture’s contribution to
sustainable development

4.A Build and upgrade education facilities that are child, disability and gender
sensitive and provide safe, nonviolent, inclusive and effective learning
environments for all
 GOALS
4.B By 2020, 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

4.C By 2030, 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
Transformative Learning Theory is a
great approach for adult education and
young adult learning. Also referred to
as transformation learning. It focuses
on the idea that learners can adjust
their thinking bases on new
information.
This learning theory was founded by Jack Mezirow,
who discovered it after doing stuides on adult
women who went back to school.

He believed that students had important teaching

and learning opportunities connected to their past
experiences and that critical reflection and review
could lead to a transformation with their learning
experiences- and with life experience.
By getting new information that helps evaluate
past ideas, students are able to make a dramatic
educational shift beyond standard learning.

Teachers can employ this learning theory by

encouraging their students to learn new
perspectives while questioning their assumptions
and open the floor for discourse to cement their
new train of thought.
What is the implication of SDG to mental health of
people?

The Sustainable Development Goals aims to transfrom

our world for it to be a better place to live in. In line with
this, when these SGDs are implemented and become
successful, people would not worry much about the
environmental, social and economic problems in our
society which would be good not only to their physical
health but to their mental health.

Mental health plays a significant role in the life of people.

By providing SDGs, it will help people raise awareness to
improve the quality and safety favor to mental health.
People will have a knowledge of global actions and they
can advocate those goals while strengthening themselves
through highlighting the importance of mental health.
With that, they are able to develop outcomes that are also
supportive regarding the mental health issues.
Thank
MONTERDE, ARJANE MAE L.

DAYAPERA, BHEA MAY S.

You! ESPEJO, MADONNA A.

MENDOZA, LUIGI ANNE R.

Reference:
https://www.un.org/
GARCIA, AMIEL IVAN
sustainabledevelop
ment/education/