sdg 4 pdf
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sdg 4 pdf


/Type /XObject However, in the least developed countries, the ratio was only 4 in 10. 0000022091 00000 n These are all remarkable successes.

]c\RbKSTQ�� C''Q6.6QQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ�� � �" �� pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, was reviewed in-depth at the High-level Political Forum of, The Sustainable Development Goals Report

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SDG 4 : Quality Education. 4 UNESCO Institute for Statistics | Quick Guide to Education Indicators for SDG 4 Acronyms AES Adult Education Survey CLA Catalogue of Learning Assessments CONFEMEN Conférence des ministres de l’Éducation des États et gouvernements de la Francophonie DAC Development Assistance Committee DHS Demographic and Health Survey ECLAC UN Economic Commission for Latin America and the …

This is a worrying trend. At the lower secondary level, the gap between developed and developing regions has narrowed substantially, but still stood at nearly 20 percentage points in 2013 (91 per cent for developed regions and 72 per cent for developing regions).

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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. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half.

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Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development.

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0000003347 00000 n proficiency standards in reading and mathematics. These are all remarkable successes. The end of lower secondary education often coincides with the end of compulsory education.

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Completion rates for primary education in both developed and developing regions exceeded 90 per cent in 2013. United Nations Development Programme, Programme of Assistance to the Palestinian People, 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, 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, By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 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, 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, By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, 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, Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all, 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, 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.
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Widening educational and employment opportunities for Afghan women.

0000003461 00000 n Globally, in 2013, 1 in 10 girls were out of school, compared to 1 in 12 boys. proficiency in reading and mathematics. Goal 4 strongly supports the reduction of persistent disparities.

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Please visit, SDG Fund’s programmes contributing to SDG 4, 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, 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, By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 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, 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, By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, 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, Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all, 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, 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.

(�� 0000004758 00000 n Gathering "all of Iraq" to understand peace. 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. (�� (��

About half of all out-of-school children of primary school age live in conflict-affected areas. By this stage, young people should be able to master subject-related knowledge and skills and possess personal and social skills. Half of the global illiterate population lives in South Asia, and a quarter

marginalized people in vulnerable settings. Globally, there has been little progress in the percentage of primary school

The proportion is lowest in sub-Saharan Africa (64 per cent).

The global indicator framework was developed by the Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs) and agreed to, as a practical starting point at the 47th session of the UN Statistical Commission held in March 2016. 4.

Source: Report of the Secretary-General, Special edition: progress towards the Sustainable 0000046884 00000 n Despite the considerable progress on education access and participation over the Australia, France, 0000002232 00000 n

Africa faces the greatest challenges in this regard, with nearly 7 in 10 countries experiencing acute shortages of trained primary school teachers. h�b```c``ub`e`y� ̀ �@16����$9&� ��ZFG�T��� �"��V��J 0000003203 00000 n Goal 4 strongly supports the reduction of persistent disparities. However, the share is less than 40 per cent in more than half of sub-Saharan countries with data. (�� Young Libyan entrepreneurs help children learn online. (�� In 2013, only 71 per cent of teachers in sub-Saharan Africa and 84 per cent in Northern Africa were trained in accordance with national standards. 0000010193 00000 n

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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. About 263 million children and youth were out of school, including 61 million children of primary school age.

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