Development Goals for 2030

The United Nations has come up with some development goals for 2030. I thought I would reproduce the education goal and its constituent parts along with the key strategies for achievement. Many of the goals and strategies are worth testing our own system against. Indeed, there is plenty of room for debate around parity of esteem for vocational courses and parity of esteem for special education.

The goals are:
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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

I do wonder on the last point whether if we cannot recruit sufficient teachers in developed countries, as with nurses, we will train more for a brain drain that will encourage teachers to move to more wealthy countries to increase their family income streams as remittance earners.

Still, more teachers will always be better than fewer and the other goals are worthy even if they lack the any numbers attached to them.


2 thoughts on “Development Goals for 2030

  1. The development of Goal 2 (free, equitable and quality primary and secondary education) is being hampered by the promotion of low-cost ($1 dollar a day) schools in developing countries backed up by huge global edu-firms such as Pearson. The Economist (owned by Pearson) has had two articles in the last couple of weeks extolling this as the ‘answer’ to education in developing areas.

    But there’s a problem with this – $1 dollar a day is a large amount of money for many people in poverty. Families have to make a choice – food, medicine or education for one (and it can usually only be one, and that’s likely to be a boy) child.

    The Report of the Special Rapporteur on the right to education presented to the UN General Assembly September 2014 ( emphasised the ‘need to preserve education as a public good, which must not be reduced to a profit-making business’. He discussed the responsibility of States to provide education which adheres to the principles of ‘non-discrimination, and equality of opportunity, as well as social justice and equity’ faced with ‘the explosive growth of private education providers’ (which, of course, depends on the ability to pay). Education is a right not a commodity

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