{"id":6255,"date":"2015-02-24T07:19:07","date_gmt":"2015-02-24T07:19:07","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=6255"},"modified":"2015-02-24T07:51:05","modified_gmt":"2015-02-24T07:51:05","slug":"sustainable-development-goal-4-the-detail","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2015\/02\/24\/sustainable-development-goal-4-the-detail\/","title":{"rendered":"Sustainable Development Goal 4 \u2013 the detail"},"content":{"rendered":"

This is S<\/strong>ustainable D<\/strong>evelopment\u00a0G<\/strong>oal 4:<\/em><\/p>\n

Ensure inclusive and equitable quality education and promote life-long learning opportunities for all <\/strong><\/em><\/p><\/blockquote>\n

These are the 10 targets:<\/p>\n

4.1 \u2013 by 2030<\/strong><\/em>, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes<\/p>\n

4.2 \u2013 by 2030<\/strong><\/em> 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<\/p>\n

4.3 \u2013 by 2030<\/strong><\/em>, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university<\/p>\n

4.4 \u2013 by 2030<\/strong><\/em>, increase by x% (sic)\u00a0<\/em>the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship<\/p>\n

4.5 \u2013 by 2030<\/strong><\/em>, 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<\/p>\n

4.6 \u2013 by 2030<\/strong><\/em>, ensure that all youth and at least x% (sic)\u00a0<\/em>of adults, both men and women, achieve literacy and numeracy<\/p>\n

4.7 \u2013 by 2030<\/strong><\/em>, ensure all learners acquire knowledge\u00a0and 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\u2019s contribution to sustainable development<\/p>\n

4.a<\/strong>\u00a0\u2013\u00a0 (sic),\u00a0<\/em>build and upgrade education facilities that are\u00a0child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all<\/p>\n

4.b \u2013 by 2020\u00a0<\/strong>(sic)<\/em>, expand by x% (sic)\u00a0<\/em>globally the number of scholarships for developing countries in particular LDCs, SIDS and African countries to enrol in higher education, including vocational training, ICT, technical, engineering and scientific programmes in developed countries and other developing countries<\/p>\n

4.c \u2013 by 2030<\/strong><\/em>, increase by x% (sic)<\/em>\u00a0the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially LDCs and SIDS<\/p><\/blockquote>\n

See this<\/a>, for a recent report on the proposals\u00a0(and for Stephen Sterling's critique), and this<\/a>, for a\u00a0comment from me.<\/p>\n","protected":false},"excerpt":{"rendered":"

This is Sustainable Development\u00a0Goal 4: Ensure inclusive and equitable quality education and promote life-long learning opportunities for all These are the 10 targets: 4.1 \u2013 by 2030, ensure that all girls and boys complete free, equitable and quality primary and...<\/p>\n","protected":false},"author":237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[3],"tags":[],"class_list":["post-6255","post","type-post","status-publish","format-standard","hentry","category-new-publications"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/6255","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/comments?post=6255"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/6255\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=6255"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=6255"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=6255"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}