SDG 4- High Quality Education: A summary of how the FRESH Framework and school programs can help to achieve and monitor this UN Goal
This summary explains how various school-based and school-linked programs support global actions to achieve this goal. The achievement of this goal involves five sectors; including Development Aid, Welfare/Social Protection, Finance/Taxation, Employment and Education & Training, The FRESH Framework and other sources enables us to identify six school programs and four multi-component approaches as well as the indicators related to those school strategies, Five global initiatives. involving schools as a key partner in achieving this goal have also been identified in this summary.
The Global Partnership for Education has noted that "Education builds on itself, creating greater capacity to educate others and nurture a culture that values learning". A detailed analysis done in the uSA (Cutler & Lieras-Muney, 2007) found that " For many health outcomes, there are positive health consequences related to increased education. For example, an almost linear negative relationship exists between mortality and years of schooling and between self-reported fair/poor health status and years of schooling. For some health outcomes, such as functional limitations and obesity, the impact of education appears to be even more positive once individuals have obtained education beyond a high school degree."
This summary explains how various school-based and school-linked programs support global actions to achieve this goal. The achievement of this goal involves five sectors; including Development Aid, Welfare/Social Protection, Finance/Taxation, Employment and Education & Training, The FRESH Framework and other sources enables us to identify six school programs and four multi-component approaches as well as the indicators related to those school strategies, Five global initiatives. involving schools as a key partner in achieving this goal have also been identified in this summary.
The Global Partnership for Education has noted that "Education builds on itself, creating greater capacity to educate others and nurture a culture that values learning". A detailed analysis done in the uSA (Cutler & Lieras-Muney, 2007) found that " For many health outcomes, there are positive health consequences related to increased education. For example, an almost linear negative relationship exists between mortality and years of schooling and between self-reported fair/poor health status and years of schooling. For some health outcomes, such as functional limitations and obesity, the impact of education appears to be even more positive once individuals have obtained education beyond a high school degree."
Excerpts from UN Description of this Goal:
Goal #4 calls for inclusive and equitable quality education and promote lifelong learning opportunities for all. Despite progress, the world failed to meet the Millennium Development Goal of achieving universal primary education by 2015. In 2013, the latest year for which data are available, 59 million children of primary-school age were out of school. Estimates show that, among those 59 million children, 1 in 5 of those children had dropped out and recent trends suggest that 2 in 5 of out-of-school children will never set foot in a classroom. Measuring learning achievement, starting in the early grades, will help to identify where schools are failing to meet their commitments to children and to formulate appropriate remedial action. At the end of primary school, children should be able to read and write and to understand and use basic concepts in mathematics. The end of lower secondary education often coincides with the end of compulsory education. By this stage, young people should be able to master subject-related knowledge and skills and possess personal and social skills. Completion rates for both primary and lower secondary education has been rising steadily since 2000. Completion rates for primary education in both developed and developing regions exceeded 90 per cent in 2013. High quality early education provides children with basic cognitive and language skills and fosters emotional development. In the majority of the 58 countries with available data for the period 2009-2015, more than half of children between the ages of 3 and 4 were developmentally on track in at least three of the following domains: literacy, numeracy, physical development, social-emotional development and learning. Goal 4 strongly supports the reduction of persistent disparities. Worldwide, in 2013, two thirds of the 757 million adults (aged 15 and over) who were unable to read and write were women. Globally, in 2013, 1 in 10 girls were out of school, compared to 1 in 12 boys. Children from the poorest 20 per cent of households are nearly four times more likely to be out of school than their richest peers. Out-of-school rates are also higher in rural areas and among children from households headed by someone with less than a primary education. To fulfil the promise of universal primary and secondary education, new primary school teachers are needed, with current estimates showing a need for nearly 26 million of them by 2030. Official development assistance for educational scholarships amounted to around $1.1 billion annually from 2011 to 2013. Read more >> |
School Approaches and Programs that address this Goal:
There are several school multi-intervention programs and single interventions that promote high quality education and educational success for all students. These programs are often grouped and coordinated in these multi-component approaches: These school-based and school-linked policies, programs and practices are effective in supporting this goal: The core components of the FRESH Framework also address this goal in these ways: The cross-cutting themes within the FRESH Framework can be applied to this goal in these ways:
Schools help to develop these skills, beliefs, attitudes and values within students related to this goal: |
Current & Recent Global/UN Initiatives to Achieve this Goal:
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Current & Recent Global School Initiatives related to this Goal:
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Overview of UN Targets for this Goal:
4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes 4.2 By 2030, 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 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, non-violent, 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 |
School-Related Indicators from the FRESH Framework & School Programs/ Approaches
The following indicators are included in the FRESH Framework, its thematic applications on various health, social, safety and economic problems and other sources or updates on the FRESH Monitoring and Evaluation Guidance. The indicators describe the type, frequency and data sources of monitoring that can be done. As well, the FRESH Framework provides suggestions for monitoring at the national and school levels. As well, the progress being made in relation to the implementation and maintenance of these core components and cross-cutting themes in the FRESH Framework can be monitored in relation to this goal: These school-related organizational and systems capacities should also be monitored in relation to this goal: |