Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
WHY IT MATTERS - Goal 4 Explained
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 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, 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 programs, 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
Sustainable Leadership and Development in Education: Creating the Future, Conserving the Past
Hargreaves, Andy. “Sustainable Leadership and Development in Education: Creating the Future, Conserving the Past.” European Journal of Education, vol. 42, no. 2, 2007, pp. 223–33. JSTOR, http://www.jstor.org/stable/4543090. Accessed 27 Sep. 2022.
Sustainable development and the social inclusion of disabled people
Čavkoska, Biljana. “Sustainable Development and the Social Inclusion of Disabled People.” SEER: Journal for Labour and Social Affairs in Eastern Europe, vol. 21, no. 2, 2018, pp. 253–60. JSTOR, https://www.jstor.org/stable/26803067. Accessed 27 Sep. 2022.
Transformation of Teaching and Learning in Higher Education towards Open Learning Arenas: A Question of Quality
Ossiannilsson, Ebba, et al. “Transformation of Teaching and Learning in Higher Education towards Open Learning Arenas: A Question of Quality.” Open Education: International Perspectives in Higher Education, edited by Patrick Blessinger and TJ Bliss, 1st ed., Open Book Publishers, 2016, pp. 159–78. JSTOR, http://www.jstor.org/stable/j.ctt1sq5v9n.13. Accessed 27 Sep. 2022.