GOAL 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Information sourced from the UN SDGs |  https://www.un.org/sustainabledevelopment/

WHAT IS IT

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.

2 in 3 students worldwide are still affected by full or partial school closures.

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.

4 million refugee children were out of school in 2017

TARGETS

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

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

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

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

WHY SHOULD YOU CARE?

IMPORTANCE

Education has a crucial role to play in sustainable development in terms of economy, social equalities and well-being globally

COVID EFFECTS

The impact of the COVID-19 pandemic on schooling is a ‘generational catastrophe’. Before the pandemic, progress made was already slow and insufficient to reach the SDG education targets. School closures brought by the pandemic have had devastating consequences for children’s learning and wellbeing. Hundreds of millions of children and youth are falling behind in their learning, which will have long-term impacts.

SOCIAL MOBILITY

Education enables upward socioeconomic mobility and is a key to escaping poverty.

WHAT CAN YOU DO

Volunteer

Volunteer to tutor children or adults with skills/knowledge who are socially vulnerable in your community.

Take humanitarian Action

Donate used textbooks, learning devices or organizations dedicated to helping children who have no access to such items in your country or other countries.

of our projects are dedicated to this fight
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There are to end poverty in our communities

WHAT OTHER PEOPLE ARE DOING

WHAT OTHER PEOPLE ARE SAYING

Inside California Education: Community Colleges - Learning and Helping During the Pandemic

Despite the pandemic, California’s community colleges are still teaching students and enabling them to help others: Bay Area colleges using 3D printers to make face shields and masks. An acclaimed cooking program in Los Angeles switched to online learning. Sacramento colleges are providing emergency financial aid to students. A COVID-19 testing center on a Lake Tahoe campus.

Education in Africa | Lennox Owino | TEDxUWMadison

Lennox Owino, a King Morgridge Fellowship Scholar and PACE Leadership Award recipient, is recognized for his engagement in education access in his hometown of Nairobi, Kenya. Mr. Owino believes that access to education is essentially to bridging the poverty gap in low income communities and works to represent the interests of international students on campus at the University of Wisconsin to ensure equal access to academic resources. Owino is a freshman at the University of Wisconsin-Madison. He is among 6 young people from Africa and South East Asia who were awarded a King Morgridge Fellowship to the University of Wisconsin-Madison thanks to their individual efforts in poverty alleviation in their home countries.

Education Education⎜WHY POVERTY?⎜(Documentary)

Can a good education provide an escape from poverty? In ancient times in China, education was the only way out of poverty -- in recent times it has been the best way. China's economic boom and talk of the merits of hard work have created the expectation that to study is to escape poverty. But these days China's higher education system only leads to jobs for a few, educating a new generation to unemployment and despair.

Help for kids the education system ignores | Victor Rios

Define students by what they contribute, not what they lack -- especially those with difficult upbringings, says educator Victor Rios. Interweaved with his personal tale of perseverance as an inner-city youth, Rios identifies three straightforward strategies to shift attitudes in education and calls for fellow educators to see "at-risk" students as "at-promise" individuals brimming with resilience, character and grit.

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