Southern Asia is home to nearly half of the global illiterate population, and sub-Saharan Africa is home to one quarter thereof. The indicator measures changes in WUE and has been designed to address the economic component of SDG Target 6.4. to achieve minimum proficiency in reading than those without disabilities. About 16% of Ugandan children have a disability, this suggests that most children with disabilities are not able to attend school and that learners with special needs fail to transition from one educational level to another. The new national Education Policy and Sustainable Development Goal 4 share the goals of universal quality education and lifelong learning. At its heart are the Sustainable Development Goals (SGDs) a collection of 17 global goals set by the United Nations General Assembly. Sustainable Development 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, 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, UN Educational, Scientific and Cultural Organization, UN Population Fund: Comprehensive sexuality education, UN Office of the Secretary General’s Envoy on Youth, Runa A2019-02-08T16:06:57-05:0006 Feb 2019|, United Nations Young Leader for the SDGs Amélie Jézabel Mariage discusses her inspiration in advocating for children's rights to access inclusive education, adding that “innovation in education is a proven path to inclusion and a bridge to opportunity.”, Runa A2019-02-08T16:12:15-05:0006 Feb 2019|. Australia, France, Japan, the United Kingdom of Great Britain and Northern Ireland and institutions of the European Union accounted for nearly two thirds of this total. 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 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. SDG 4 has ten targets which are measured by 11 indicators. Sustainable Development Goals The 17 Sustainable Development Goals (SDGs) are the world's best plan to build a better world for people and our planet by 2030. These goals are indivisible and encompass economic, social and environmental dimensions. Official development assistance (ODA) for scholarships amounted to $1 billion in 2015, a decrease from $1.2 billion in 2014. Equity issues constitute a major challenge in education according to a recent assessment. It is one of 17 Sustainable Development Goals established by the United Nations General Assembly in 2015, the official wording is: "Ensure availability and sustainable management of water and sanitation for all." Children from the poorest 20 per cent of households are nearly four times more likely to be out of school than their richest peers. Locations of our Key Initiatives Linked to this Sustainable Development Goal. Education enables upward socioeconomic mobility and is a key to escaping poverty. Completion rates for primary education in both developed and developing regions exceeded 90 per cent in 2013. An estimated 617 million children and adolescents of primary and lower secondary school age worldwide—58 per cent of that age group—are not achieving minimum proficiency in reading and mathematics. <br> Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment. 38 organizations issue a collective call to fund education data that will allow the world to reach Sustainable Development Goal 4. With the adoption of the Sustainable Development Goals , the UIS has been clearly recognised as the “the official source of cross-nationally comparable data on education”, as confirmed in the Education 2030 Framework for Action. about 260 million children were still out of school, in 2018 — nearly one fifth of the global population in that age group. Back in February, the UNESCO Institute for Statistics and its partners sent out an urgent call to make the case for education data.Now we have an opportunity to make that case – loudly and clearly – directly to policy-makers. The closure of schools to slow the spread of COVID-19 is having an adverse impact on learning outcomes and the social and behavioural development of children and young people. The Intergovernmental Oceanographic Commission (IOC) of UNESCO holds a universal mandate and global convening power for ocean science and capacity development in support of the 2030 Agenda and its sustainable goals. Heads of State and Government, senior UN officials and representatives of civil society gather in September 2015, as part of the 70th session of the UN General Assembly and have adopted the Sustainable Development Goals (SDGs). Sub-Saharan Africa and Southern Asia account for over 70 per cent of the global out-ofschool population in primary and secondary education. It's important to know about them and the set of 17 goals that the UN will be focusing on for the next 15 years: the Sustainable Development Goals (SDGs). Target 3.4 is: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being. The Sustainable Development Goal (SDG 4) for education recognizes that all children deserve, and have the right to, a quality education. Amélie Jézabel Mariage, United Nations Young Leader for the SDGs and Co-founder of Aprendices Visuales, Madelle Kangha, United Nations Young Leader for the SDGs and Founder of JumpStart Academy Africa, SDG Advocate Her Highness Sheikha Moza bint Nasser, met with Antonio Guterres and Henrietta Fore at Hamad bin Khalifa University to discuss progress on SDG 4, Malala Yousafzai (UN Messenger of Peace) on “Financing the Future: Education 2030”, From the football field to the classrooms of Nepal | UNICEF, Scale up funding for climate adaptation programmes, Guterres urges, FROM THE FIELD: The microscopic creatures helping build Africa’s Great Green Wall, Secretary-General welcomes US return to Paris Agreement on Climate Change, 2020, one of three warmest years on record: World Meteorological Organization. More than half of children and adolescents worldwide are not meeting minimum proficiency standards in reading and mathematics. Sustainable Development Goal 4 Quality Education Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Reproductive, maternal, newborn and child health. By April 2020, close to 1.6 billion children and youth were out of school. Goal 1: End poverty in all its forms everywhere. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes Specifically, the Global Education Coalition. Official development assistance for educational scholarships amounted to around $1.1 billion annually from 2011 to 2013. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all About 263 million children and youth were out of school, including 61 million children of primary school age. Never before have so many children been out of school at the same time, disrupting learning and upending lives, especially the most vulnerable and marginalised. However, in the least developed countries, the ratio was only 4 in 10. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Globally, in 2013, 1 in 10 girls were out of school, … Since 2000, there has been enormous progress in achieving the target of universal primary education. Despite progress, the world failed to meet the Millennium Development Goal of achieving universal primary education by 2015. In 2015, an estimated 617 million children and adolescents of primary and lower secondary school age worldwide – more than 50 per cent – were not achieving minimum proficiency levels in reading and mathematics. ODA for scholarships amounted to $1.6 billion in 2018, up from $1.3 billion in 2017. Obtaining a quality education is crucial to improving people’s lives and sustainable development. Source: Report of the Secretary-General, Special edition: progress towards the Sustainable Development Goals. In 2014, about 2 in 3 children worldwide participated in pre-primary or primary education in the year prior to official entry age for primary school. New COVID-19 cases have not plateaued – they are accelerating. Sustainable Development Goal 6 (SDG 6 or Global Goal 6) is about "clean water and sanitation for all". However, the share is less than 40 per cent in more than half of sub-Saharan countries with data. Sustainable Development Goal 4 (SDG 4 or Global Goal 4) is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. Goal 4 in action. 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 Goal 4: Ensure inclusive and equitable quality education and promote life-long learning opportunities for all . By this stage, young people should be able to master subject-related knowledge and skills and possess personal and social skills. Recent learning assessment studies show that in 9 of 24 sub-Saharan African countries and 6 of 15 Latin American countries with data, fewer than half of the students at the end of primary education had attained minimum proficiency levels in mathematics. 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