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    SDG Quality Education

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    Amiel Garcia

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    © All Rights Reserved
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    SDG Quality Education

    Uploaded by

    Amiel Garcia
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    12 views22 pages

    SDG Quality Education

    Uploaded by

    Amiel Garcia

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 22

    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/

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