sdg 4 quality education

GOAL OF THE MONTH – Goal 4 – Quality Education

GOAL OF THE MONTH – GOAL 4  – Quality Education

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Where We Are

SDG 4 – Quality Education – aims to ensure inclusive and equitable quality education and to promote lifelong opportunities for all.  

Although some progress towards SDG4 has been made, the pace of change is slow and uneven, with significant disparities across geographies, gender and age. Adult women, for instance, still account for almost two-thirds of all adults unable to read, and 250 million children remain out of school. In addition, the COVID-19 pandemic has caused a global learning crisis: the disruption and school closures have caused learning losses in 4 in 5 countries, with 147 million children having missed over half of in-person instruction in 2020-2021. However, Sub-Saharan Africa has seen the out-of-school population at primary and secondary levels drop from 44% to 29% in 2020, and youth literacy rate increase from 66% to 77.5%.  

If no additional measures are taken, only one in six countries will achieve universal access to quality education by 2030; and even if countries deliver on the target progress stated in their SDG4 benchmarks, 84 million children are still at risk of being out of school by 2030. Renewed effort is required to address persistent challenges to ensure that no one is left behind. Education systems must be re-imagined, and education financing must become a priority national investment. In Africa alone, an additional $77 billion is needed for countries to reach their educational targets and 17 million new teachers must be recruited.  

Education intersects across all the SDGs enabling the cycle of poverty to be broken, inequality reduced, individuals empowered to lead sustainable lives, and tolerance and peace promoted.   

Read more about Goal 4: https://www.un.org/sustainabledevelopment/education/  

16-18 April | ECOSOC Youth Forum  

Under the theme, “Reinforcing the 2030 Agenda and eradicating poverty in times of multiple crises: the effective delivery of sustainable, resilient and innovative solutions,” it will be guided by the SDGs under review at the 2024 High-Level Political Forum (8-17 July): no poverty (SDG 1), zero hunger (SDG 2), climate action (SDG 13), peace, justice and strong institutions (SDG 16), as well as partnerships and financing for the goals (SDG 17).  

The Youth Forum will also gather young people to share their recommendations and innovative ideas in preparation for the Summit of the Future being held in September 2024, where a Pact for the Future is set to be adopted with specific youth provisions, as well as a Declaration on Future Generations that will be annexed to the Pact.   

You can read the Policy Brief on Youth Engagement ahead of the Summit of the Future here.

Or follow the ECOSOC Youth Forum for updates on the agenda, side events and outcomes here.  

  “ Our world has entered a period of dramatic challenge and change. The education system of yesterday won’t cut it. Now, more than ever, we need to move towards learning societies. People everywhere need high-quality skills, knowledge and education. Above all, they need the best teachers possible . ”                      – António Guterres, Secretary-General of the United Nations, 26 February 2024

SDG 4 IN NUMBERS

• If no measures are taken to accelerate the recovery from COVID-19, the generation of children impacted by the pandemic could lose a combined total of $17 trillion in lifetime earnings (at current value).  
• The percentage of students attaining basic reading skills by the end of primary school is projected to rise from 51 per cent in 2015 to 67 per cent by 2030. However, an estimated 300 million children and young people will still lack basic numeracy and literacy skills by 2030.  
• About 40 per cent of countries have not achieved gender parity in primary education.   
• Serious teacher shortages persist in all regions of the world: globally, 44 million additional primary and secondary teachers are needed to achieve the SDG4 targets by 2030.   

ACTNOW for our Common Future  

Recent global crises have highlighted the urgent need to work together across borders. Amidst these challenges, people all over the world are stepping up for a better, more peaceful, and sustainable future. The Summit of the Future is a once-in-a-generation opportunity to safeguard our future for present and future generations. Although the outcome of the Summit may ultimately rest with world leaders, we all have a role to play.  

On the road to the Summit, we are asking everyone to #ActNow, Speak Up, and join the 1 Million Actions for Our Common Future  challenge to show decision makers that people worldwide are taking a stand for a more sustainable future for all. Learn more on how you can participate and engage your networks in ActNow, and look out for the new challenge launching during the ECOSOC Youth Forum in April here .   

Multimedia | Podcast  

In this episode of the Awake at Night podcast, listen to UN Under-Secretary-General for Global Communications Melissa Fleming discuss with United Nations Special Envoy for Global Education Gordon Brown how barriers to education prevent us from unleashing hidden talent. Read more

Multimedia | Documentary  

Watch “Her Education, Our Future”, a UNESCO documentary following the lives of four young women who struggle to fulfill their right to education across three continents.  Find out more 

9 April | Launch of the Financing for Sustainable Development Report 2024   

Financing challenges are at the heart of the current sustainable development crisis. In the wake of the COVID-19 pandemic, increasing geopolitical tensions and intensifying climate shocks, financing gaps are widening in the trillions, threatening the achievement of the SDGs .   

“Towards FFD4: Financing at a Crossroads” – offers concrete recommendations to scale up investments in the SDGs and recover lost ground . The Report is produced by UN DESA in close cooperation with the World Bank Group, IMF, WTO, UNCTAD and UNDP . It includes the input of the over 60 United Nations Agencies and other international institutions that form the Inter-agency Task Force on Financing for Development. The full report will be available on: https://developmentfinance.un.org/  

1 5 -1 9 April | UN General Assembly Sustainability Week  

With the UN Summit of the Future in September 2024 on the horizon, sustainability is more than ever key for critical sectors of the economy to meaningfully contribute to a prosperous future for present and future generations. The first-ever UN General Assembly Sustainability Week – taking place from 15 to 19 April at the United Nations Headquarters in New York – will address the key themes of: debt sustainability and socio-economic equality for all, sustainable transportation, infrastructure, tourism, and energy as critical avenues to attaining a sustainable future and deliver the 2030 Agenda . A Global stocktaking marking the completion of the UN Decade of Sustainable Energy for All to further accelerate the implementation of SDG 7 will also take place during the week.  

Further details on the UNGA Sustainability Week and registration information can be found here: https://www.un.org/pga/78/sustainabilityweek/   

SDG Media Zone Special : Paving the Way for a Sustainable Future  

The session will be available on April 8 on WebTV .  

22 -25 April | Financing for Development Forum (New York and online )  

The ECOSOC Financing for Development Forum will be held this month at UN Headquarters in New York. The Forum will bring together governments, international organizations officials, civil society, the business sector and local authorities to review the Addis Ababa Action Agenda , other financing for development outcomes and the means of implementation of the Sustainable Development Goals. This Forum comes ahead of the 4 th International Conference on Financing for Development (FfD4) in 2025. Read more about the programme, side events and expected outcomes here . The forum will be livestreamed on UN Web TV here .  

23-25 April | SDG Investment Fair 

On the margins of the ECOSOC Forum on Financing for Development, the SDG Investment Fair will take place in and around the United Nations Headquarters in New York on 23-25 April 2024. The event will bring together participants from governments and the private sector to explore investment opportunities and discuss critical policies and regulations that support closing the SDG investment gap. Pre-Register Here  

29 April- 3 May | Commission on Population and Development (New York)  

The 57th session of the Commission on Population and Development will assess the status of implementation of the Programme of Action of the International Conference on Population and Development and its contribution to the follow-up and review of the 2030 Agenda for Sustainable Development.  

Learn about the role of the Commission here and follow the discussions on UN Web TV .  

Campaign | #DanceForEducation  

As the African Union celebrates 2024 as Year of Education, UNESCO has teamed up with the internationally acclaimed Ivorian band, Magic System, to launch a new version of the band’s hit song ‘Magic in the Air’. Entitled ‘Education in the Air’, the song has been rewritten to promote education as the key to unlock Africa’s potential.  

Education advocates around the globe dance to the to the beat of the new revisited song on Instagram and TikTok. Watch the campaign video here and submit your own, tagging @UNESCO and using #DanceForEducation.

The best videos will be featured on 25 May.  

Upcoming International Days

6 April | International Day of Sport for Development and Peace  

This year’s International Day of Sport for Development and Peace takes place in the special context and excitement of the upcoming Olympic Games ! The global theme for 2024 is “Sport for the Promotion of Peaceful and Inclusive Societies” , r ecognizing the positive role sport and physical activity play in communities and in people’s lives across the globe . Join athletes, sporting organizations and prominent women in sport for a special event running from 11 am to 1pm ES T. Find the whole programme and registration here .  

7 April | World Health Day  

This year’s theme, “My health, my right”, aims to shed light on the fact that despite at least 140 countries recognizing health as a human right in their constitutions, they fail to deliver that protection in practice. In 2021, 4.5 billion people – over half of the global population – are not fully covered by essential health services.  

On 8 April , join WHO Director-General, Dr Tedros Adhanom Ghebreyesus, and the UN High Commissioner for Human Rights, Volker Türk, as well as human rights defenders, policy makers, health workers and other stakeholders for a high-level dialogue exploring how to protect the right to health. Register to attend in person or online here . 

25 April | World Malaria Day  

Join WHO in observing the 2024 World Malaria Day . With the latest WHO malaria report noting 249 million cases and 608 000 malaria deaths in 2022 , the need for continued investment and sustained political commitment for malaria prevention and control persists . Read the WHO factsheet on malaria here .  

28 April | World Day for Safety and Health at Work  

This year, the International Labour Organization’s World Day for Safety and Health at Work will explore the impacts of climate change on occupational health and safety. Among other hazards, the c hanging climate and weather patterns can cause heat stress, increased air pollution, industrial accidents or exposure to chemicals. Read more about this year’s theme and access the upcoming ILO report here .

Summit of the Future  

Awake at Night Podcast

Season 8 of the UN’s award-winning podcast is now streaming! Hosted by UN Communications Chief, Melissa Fleming, Awake at Night gives exclusive insights into the inspiring lives of the extraordinary people that make up the United Nations.  

Discover all the episodes here: https://pod.link/1429922419  

SDG EDITORIAL CALENDAR 2023

Quality education

Rebuilding education systems after covid-19.

[goal: 4] aims to provide high-quality education and lifelong learning opportunities for all. Globally, 1.6 billion children were affected by school closures during COVID. The average student saw schools fully or partially closed for 199 days between March 2020 and September 2021. As a result, the average student globally is roughly 1 year behind their expected learning levels, with larger losses in the poorest countries.

↓ Read the full story

An Education Crisis

Disparities in access to learning.

Source: World Bank World Development Indicators ([link: https://data.worldbank.org/indicator/NY.GNP.PCAP.CD NY.GNP.PCAP.CD], [link: https://data.worldbank.org/indicator/IT.NET.USER.ZS IT.NET.USER.ZS]), [link: https://datacatalog.worldbank.org/int/search/dataset/0038947/Learning-Poverty-Global-Database--Historical-data-and-sub-components Learning Poverty Database], [link: https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/ UNESCO Global monitoring of school closures caused by COVID-19]

Rising Learning Poverty

Distance learning platforms, % of countries reporting the use of distance learning platform.

Source: World Bank, UNESCO UIS, OECD; [link: https://www.google.com/url?q=https://tcg.uis.unesco.org/survey-education-covid-school-closures/&sa=D&source=docs&ust=1686066926313685&usg=AOvVaw3OV9PjhAUSnC0iqYpYhI5v Survey on National Education Responses to COVID-19 School Closures]

Learning Poverty projected to rise due to COVID-19

Covid-19 learning poverty projections.

Source: World Bank, UNESCO, UNICEF, USAID, FCDO, Bill & Melinda Gates Foundation. [link: https://www.worldbank.org/en/topic/education/publication/state-of-global-learning-poverty "The State of Global Learning Poverty 2022 update."]

Learning losses

of lost learning due to COVID-19

The pandemic caused a dramatic drop in learning activities

Share of children engaged in learning activities.

Source: Dang et al. 2021. [link: http://documents.worldbank.org/curated/en/656051621919132722/Impact-of-COVID-19-on-Learning-Evidence-from-Six-Sub-Saharan-African-Countries Impact of COVID-19 on Learning : Evidence from Six Sub-Saharan African Countries (English).] LSMS COVID-19 Cross Country Brief Washington, D.C. : World Bank Group.

Mathematical and reading ability by socio-economic status in Mexico

Share of 10-15 year olds able to solve 4th grade division or comprehend short text.

Source: Hevia, Vergara-Lope, Velásquez-Durán, and Calderón. 2022. [link: https://doi.org/10.1016/j.ijedudev.2021.102515 "Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico."] International Journal of Educational Development 88 (2022): 102515.

Dropout rates increased during the COVID-19 Pandemic

Dropout rates pre-covid-19 and during covid-19.

Source: Moscoviz, Laura, and David Evans.2022. [link: https://www.cgdev.org/publication/learning-loss-and-student-dropouts-during-covid-19-pandemic-review-evidence-two-years “Learning Loss and Student Dropouts during the COVID-19 Pandemic: A Review of the Evidence Two Years after Schools Shut Down.”] CGD Working Paper 609. Washington, DC: Center for Global Development.

Test scores in São Paulo dropped below pre-pandemic projections

5th grade national basic education assessment system (saeb) scores.

Source: Azevedo,Joao Pedro Wagner De; Rogers,F. Halsey; Ahlgren,Sanna Ellinore; Cloutier,Marie-Helene; Chakroun,Borhene; Chang,Gwang-Chol; Mizunoya,Suguru; Reuge,Nicolas Jean; Brossard,Matt; Bergmann,Jessica Lynn (2022). [link: https://unesdoc.unesco.org/ark:/48223/pf0000380128 The State of the Global Education Crisis: A Path to Recovery]. Authors’ calculations using data from SEDUC-SP, 2021. SAEB scores range from 0 to 500.

The Recovery

Learn more about sdg 4.

In the charts below you can find more facts about SDG {activeGoal} targets, which are not covered in this story. The data for these graphics is derived from official UN data sources.

SDG target 4.4

Many youth and adults in low and middle income countries lack basic ICT skills such as copying or moving a file or folder.

Proportion of youth (aged 15-24 years) and adults (aged 15 years and above) with basic information and communications technology (ict) skills, most recent value in 2017-20 (%).

* Each dot represents a country.

Source: United Nations Statistics Division (UNSD). Retrieved from [link: https://unstats.un.org/sdgs/dataportal/database UN SDG Portal (4.4)] DOWNLOAD

SDG target 4.6

Adult literacy rates between men and women have converged over time, but gaps still remain

Literacy rate (% of people ages 15 and above) by region, 1980-2020.

Source: UNESCO UIS. Retrieved from World Development Indicators([link: https://data.worldbank.org/indicator/SE.ADT.LITR.ZS SE.ADT.LITR.ZS], [link: https://data.worldbank.org/indicator/SE.ADT.LITR.MA.ZS SE.ADT.LITR.MA.ZS], [link: https://data.worldbank.org/indicator/SE.ADT.LITR.FE.ZS SE.ADT.LITR.FE.ZS]). DOWNLOAD

SDG target 4.5

Despite global progress, gender gaps in primary completion remain in Sub-Saharan Africa and Middle East & North Africa.

Source: UNESCO UIS, Retrieved from World Development Indicators, ([link: https://data.worldbank.org/indicator/SE.PRM.CMPT.ZS SE.PRM.CMPT.ZS], [link: https://data.worldbank.org/indicator/SE.PRM.CMPT.MA.ZS SE.PRM.CMPT.MA.ZS], [link: https://data.worldbank.org/indicator/SE.PRM.CMPT.FE.ZS SE.PRM.CMPT.FE.ZS]). DOWNLOAD

Related SDGS

Ensure inclusive and equitable quality educat ....

Description

Publications.

Education for all has always been an integral part of the sustainable development agenda. The World Summit on Sustainable Development (WSSD) in 2002 adopted the Johannesburg Plan of Implementation (JPOI) which in its Section X, reaffirmed both the Millennium Development Goal 2 in achieving universal primary education by 2015 and the goal of the Dakar Framework for Action on Education for All to eliminate gender disparity in primary and secondary education by 2005 and at all levels of education by 2015. The JPOI addressed the need to integrate sustainable development into formal education at all levels, as well as through informal and non-formal education opportunities.

There is growing international recognition of Education for Sustainable Development (ESD) as an integral element of quality education and a key enabler for sustainable development. Both the Muscat Agreement adopted at the Global Education For All Meeting (GEM) in 2014 and the proposal for Sustainable Development Goals (SDGs) developed by the Open Working Group of the UN General Assembly on SDGs (OWG) include ESD in the proposed targets for the post- 2015 agenda. The proposed Sustainable Development Goal 4 reads " Ensure inclusive and equitable quality education and promote life-long learning opportunities for all " and includes a set of associated targets.

ESD is closely tied into the international discussions on sustainable development, which have grown in scale and importance since, Our Common Future appeared in 1987, providing the first widely-used definition of sustainable development as the " development that meets the needs of the present without compromising the ability of future generations to meet their own needs. "

The crucial role of education in achieving sustainable development was also duly noted at the United Nations Conference on Environment and Development, held in Rio de Janeiro in 1992, through Chapter 36 of its outcome document - Agenda 21 .

The importance of promoting education for sustainable development and integrating sustainable development actively into education was also emphasized in paragraph 233 of the Future We Want , the outcome of the United Nations Conference on Sustainable Development, Rio+20, in 2012.

In 2005, UNESCO launched the United Nations Decade of Education for Sustainable Development which reaffirmed the key role of education in shaping values that are supportive of sustainable development, and in consolidating sustainable societies. The final report of the UN Decade of Education for Sustainable Development, Shaping the Future We Want , was launched at the UNESCO World Conference on Education for Sustainable Development , held in November 2014, Nagoya, Japan.

In the run-up to the United Nations Conference on Sustainable Development, Rio+20, the Higher Education Sustainability Initiative (HESI) was created as a partnership of several sponsor UN entities (UNESCO, UN-DESA, UNEP, Global Compact, and UNU) aiming at galvanizing commitments from higher education institutions to teach and encourage research on sustainable development, greening campuses and support local sustainability efforts. With a membership of almost 300 universities worldwide, HESI accounts for more than one-third of all the voluntary commitments that came out of the Rio +20 Conference, providing higher education institutions with a unique interface between policy making and academia.

Higher Education Sustainability Initiative

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How well are the links between education and other sustainable development goals covered in UN flagship reports? A contribution to the study of the science-policy interface on education in the UN system

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The Dakar Framework for Action

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Shaping the Future We Want - UN Decade of Education for Sustainable Development (Final report)

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UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development

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Sustainability Literacy Test Report

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HESI Global Forum 2024 - The Future of Higher Education for Sustainable Development

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Driving collective action for the SDGs: The role of further education - Building a sustainable and resilient recovery

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2021 SDGs Learning, Training and Practice

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• January 2015 SDG 4 The 2030 Agenda for Sustainable Development commits to "provid[e] inclusive and equitable quality education at all levels – early childhood, primary, secondary, tertiary, technical and vocational training. All people, irrespective of sex, age, race, ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth, especially those in vulnerable situations, should have access to life-long learning opportunities that help them acquire the knowledge and skills needed to exploit opportunities and to participate fully in society. We will strive to provide children and youth with a nurturing environment for the full realization of their rights and capabilities, helping our countries to reap the demographic dividend including through safe schools and cohesive communities and families". SDG 4 aims to "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all".
• January 2015 HESI Partner of GAP HESI became in 2015 an official partner of GAP for priority area 2: "Transforming learning and training environments". Through this partnership, HESI has aimed at supporting institutions in designing sustainability plans in partnership with the broader community, and assisting universities in incorporating sustainability into campus operations, governance, policy and administration.
• January 2015 Incheon Declaration The Incehon Declaration was adopted on the occasion of the World Education Forum (WEF), held in May 2015 in Incheon, Republic of Korea. The Declaration aims at promoting education opportunities for all by 2030, within a framework to be finalized by November 2015 and has supported the core aspects of the Education 2030 Framework for Action, building on the UN-led Education For All (EfA) framework and goals.
• January 2014 GAP As a follow-up to the DESD, ended in 2014, the Global Action Programme has been designed as a concrete, tangible contribution to the post-2015 development and education agendas. Based on broad consultations and input from a wide range of stakeholders, the Programme came at a time when the international community was charged with proposing a new set of sustainable development goals that are action-oriented, global in nature and universally applicable.
• January 2014 World Conf. on ESD The 2014 UNESCO World Conference on Education for Sustainable Development (ESD) was held in Aichi- Nagoya, Japan from 10 to 12 November 2014. The Conference celebrated the results achieved during the UN Decade of ESD, identified lessons learnt while setting future action under the Global Action Programme.
• January 2014 Muscat In the “Muscat Agreement”, the final statement delivered at the Global Education For All Meetings, education was included as a target on the top of the global development agenda for the 2015 – 2030 period. Participants indeed pledged to galvanize international support for the overarching goal to “ensure equitable and inclusive quality education and lifelong learning for all by 2030”.
• January 2012 HESI Created in the run-up to the Rio+20 Conference, the Higher Education Sustainability Initiative (HESI) is a partnership of UN entities (UNESCO, UN-DESA, UNEP, Global Compact, and UNU) counting today a membership of almost 300 universities from around the world. HESI also accounts for more than one-third of all the voluntary commitments that came out of Rio +20.
• January 2012 Future We Want (Para 229-235) In the Future We Want, Member States reaffirm their commitment to the right to education, their engagement to strengthen international cooperation to achieve universal access to primary education, particularly for developing countries. They also reaffirm the importance to achieve full access to quality education at all levels as an essential condition for achieving sustainable development, poverty eradication, gender equality and women's empowerment, as well as human development. The Future We Want also stresses the need for ensuring equal access to education for persons with disabilities, indigenous peoples, local communities, ethnic minorities and people living in rural areas and for providing better quality and access to education beyond the primary level.
• January 2005 UN Decade of ESD With the adoption of Resolution 57/254 in 2002, the UN General Assembly declared a Decade of Education for Sustainable Development (DESD) to take place for the period 2005 – 2014. The inauguration of the DESD represented the beginning of 10 years of improvement and reorientation of education systems towards sustainable development, building on earlier commitments to ESD in Agenda 21. More specifically, the DESD’ s vision aims at the integration of principles and practices of sustainable development into all aspects of education and learning, encouraging changes in knowledge, values and attitudes for enabling a more sustainable and just society for all. The mandate of the DESD has energized a vast number of stakeholders – across Member States, UN agencies, the education sector, the private sector and civil society – to work in partnership to reorient education systems towards sustainable development.
• January 2000 MDG 2 Goal 2 aims at achieving universal primary education by 2015 and to ensure that. as target 2.A reads "children everywhere, boys and girls alike, will be able to complete a full course of primary schooling".

Now available - HESI Partner Programme

.news-article .image-full { height: auto; } Join a community of shared learning and support to integrate the SDGs into higher education. The aim of the HESI Partner Programme is to connect higher education institutions, networks, and student organizations to create a comm

The Higher Education Sustainability Initiative discusses the transformation of higher education as a result of the COVID-19 pandemic

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Statement to the Education post-COVID-19: Extraordinary session of the Global Education Meeting

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Sustainable Development Goal 4: Quality Education

In 2015, the 193 United Nations member states adopted Agenda 2030, which outlines 17 Global Goals for Sustainable Development (SDG). Goal four tackles education and strives to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” There are 10 targets outlined in this goal, including “free primary and secondary education,” “equal access to affordable technical, vocational, and higher education,” and “eliminate all discrimination in education.”

Explore more resources aligned with Sustainable Development Goal four in this collection.

Anthropology, Sociology, Geography, Human Geography

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Quality education and lifelong learning opportunities for all are central to ensuring a full and productive life to all individuals and to the realization of sustainable development. Despite considerable progress in school enrolment, millions of children remain out of school, especially where educational systems struggle to keep up with population growth. Even when more children are enrolled, many do not acquire the basic skills. Quality education is hampered by the lack of trained teachers and adequate school facilities. Achieving this Goal will require intensified efforts, particularly in sub-Saharan Africa and Southern Asia, targeted to vulnerable populations, specifically persons with disabilities, indigenous people, refugees and the rural poor.

In the poorest countries, only 40 per cent of children participate in education one year before the start of primary school

Early childhood is a critical period for a child’s cognitive development. Organized learning before the official start of primary school has been shown to boost a child’s social, emotional and intellectual development and support readiness for primary education and future learning. Pre-primary education is, in fact, considered an important part of a holistic and robust educational system. In 2014, two thirds of children worldwide participated in pre-primary or primary education in the year prior to the official entrance age to primary school. However, in sub-Saharan Africa, the least developed countries (LDCs) and landlocked developing countries (LLDCs), the rate was only 4 in 10 children, versus 9 in 10 children in Europe and Northern America, and Latin America and the Caribbean.

Participation rate in organized learning one year before the official age of entry into primary school , 2014 (percentage)

† based on 2013 data., despite progress in enrolment, more than a quarter of a billion school-aged children, adolescents and youth are not in school.

Despite considerable progress in primary school enrolment between 2000 and 2014, 9 per cent of primary-school-aged children worldwide were still out of school in 2014. The rate has stagnated since 2008, reflecting pockets of exclusion and hard-to-reach populations. The out-of-school rates for lower and upper secondary-school-aged adolescents and youth decreased, but remain higher than for primary-school-aged children, reflecting the difficulty in keeping pupils in school and the fact that youth have fewer opportunities to enter school in the first place.

As a result, about 263 million children, adolescents and youth were out of school in 2014. Of these, 61 million were children of primary school age, 60 million were adolescents of lower secondary school age, and 142 million were youth of upper secondary school age. They largely resided in sub-Saharan Africa and Southern Asia, where educational systems struggle to keep up with population growth. In fact, these two regions accounted for over 70 per cent of the global out-of-school population at every level.

Proportion of school-aged children out of school worldwide, by level of education and sex, 2000-2014 (percentage)

Note: data are based on nationally representative household surveys from 63 low- and middle-income countries between 2008 and 2012., poverty, gender and location of residence all influence reading proficiency.

Even though more children than ever are going to school, many do not acquire basic skills. For example, only about half of students at the end of primary education have attained minimum proficiency levels in reading or mathematics in many countries in sub-Saharan Africa and Latin America and the Caribbean.

Results of recent reading assessments show that inequity constitutes a major challenge. Parity indices from the assessments revealed that children and adolescents from the richest 20 per cent of households achieved greater proficiency in reading than those from the poorest 20 per cent of households, and urban children scored higher than rural children. The indices also showed that while out-of-school rates are higher for school-aged girls than boys, girl students had better reading proficiency at the end of primary and lower secondary school than their male counterparts.

Gender, location and wealth parity indices for children and adolescents achieving at least a minimum proficiency level in reading, 2007-2015 (most recent data)

Note: parity indices below 1 indicate a comparative advantage for the sub-population shown in the lower segment of each graph (i.e., boys, urban and richest 20 per cent). parity is assumed to occur in the range 0.97-1.03., lack of trained teachers and adequate facilities threaten quality education for all, especially in sub-saharan africa.

In some regions, most notably sub-Saharan Africa, the lack of trained teachers and the poor condition of schools are jeopardising the goal of quality education for all. Sub-Saharan Africa has the lowest percentage of trained teachers in all three levels of schooling: 44 per cent in pre-primary, 74 per cent in primary and 55 per cent in secondary education. Central Asia, in contrast, has the highest percentages (above 90 per cent) in all three levels of education.

In sub-Saharan Africa, schools often lack basic amenities long taken for granted in other parts of the world. Only around one quarter of schools in the region have electricity and less than half have access to basic drinking water. Although 69 per cent have toilets, many still lack separate sanitation facilities for girls and boys. Based on data from 65 developing countries, the median value of the percentage of schools with access to computers and the Internet for pedagogical purposes is above 70 per cent in both primary and secondary education. However, the proportion drops below 40 per cent for many countries in sub-Saharan Africa.

Proportion of trained teachers at each education level, 2011 or latest available data (percentage)

Note: not all regions are presented due to lack of available data., proportion of schools with access to computers for pedagogical purposes, 2014 or latest available year (percentage).

Quality Education

Goal 4 targets.

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 preprimary 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 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

Source : UN Sustainable Development

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Quality Education

Goal 4 targets.

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 preprimary 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 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

Source :  UN Sustainable Development

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GOAL 4: Quality education

Learn more about SDG 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all:

Natural disasters greatly affect the education sector by destroying key infrastructures, disrupting the education cycles and forcing children to drop out of school for extended period of time. At the same time education is a powerful tool to build societies' resilience. Formal and informal education, including, public awareness and training are critical for promoting sustainable development and improving the capacity of the people and countries to address environmental and development issues and to create green and decent jobs and industries.

Targets linked to the environment:

• Target 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.

Related Sustainable Development Goals

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Sustainable Development Goal 4: Quality Education

Sustainable Development Goal 4 aims at ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, to eliminate gender and wealth disparities and achieve universal access to a quality higher education.

Estimates show that, among those 59 million children, 1 in 5 of them had dropped out and recent trends suggest that 2 in 5 of out-of-school children will never set foot in a classroom. The Sustainable Development Goals clearly recognise that this gap must be closed, even as the international community more explicitly addresses the challenges of quality and equity in education.

Space technologies can provide, among others:

• High-speed internet connectivity and tailored online educational content delivered via satellite
• Electronic attendance monitoring and provision of incentives for parents to reduce dropout rates
• Remote learning, e-learning and lifelong learning opportunities for remote and isolated communities

Studies on Nano-satellite technologies

Recognizing its unique role in supporting capacity building efforts and being a catalyst for a broad engagement in space activities in developing countries, UNOOSA has launched a series of initiatives directly addressing SDG4 like Space4Women and Space4Youth . Furthermore, UNOOSA offers, in cooperation with its partners, the support of Fellowship Programmes. This capacity building effort in educational institutes throughout the world have become a cornerstone of the offices to promote the benefits of space activities. The fellowships cover topics on Nanosatellite Technologies and Microgravity and are designed to act as motivation for younger generations to pursue a career in a space related field.

UNOOSA offers the following opportunities:

UN/Japan long-term fellowship programme on nano-satellite technologies - Kitakyushu, Japan

Fellowship programme for the Drop Tower experiment series (DROPTES) - Bremen, Germany

Unispace Nanosatellite Assembly and Training by ISRO (UNNATI) - Bangalore, India

Regional centres

As access to education is pivotal to improve quality of life and help equip locals with the necessary tools to develop innovative solutions to the core issues tackled by the SDGs, UNOOSA is supporting through its Programme on Space Applications six Regional Centres for Space Science and Technology Education in order to facilitate the development of local capacities in the field of space technologies. Located in Africa, Asia and the Pacific, Latin America and the Caribbean, and Western Asia, the six establishments are targeting mainly developing countries through their courses. To ensure a common standard teaching at the centres, education curricula haven been developed in major fields of space applications:

Satellite Meteorology and Global Climate

Space and Atmospheric Science

Remote Sensing and Geographic Information Systems

Global Navigation Satellite Systems

Read more about the Regional Centres

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Floods and Windstorms Devastate Yemen as IOM Scales Up Response to Assist Affected Communities

IOM teams are working tirelessly to provide critical support to families impacted by the recent floods in Yemen. Photo: IOM 

Yemen – In response to the catastrophic flooding that has wreaked havoc across Yemen, the International Organization for Migration (IOM) is ramping up its emergency operations to support the thousands of families who have been affected by the relentless rains. The floods that began in late June and intensified through early August have claimed at least 57 lives and affected over 34,000 families, with many missing or injured, as torrential downpours devastated regions including Hodeidah, Ta’iz, and Ma’rib, according to OCHA’s Flood Flash Update .  

“The magnitude of this disaster is overwhelming, and the humanitarian needs are enormous,” said Matt Huber, IOM Yemen’s Acting Chief of Mission. “Our teams are on the ground, working tirelessly to provide life-saving assistance to those in need, but the resources at our disposal are limited. Without significant and sustained support from international donors and partners, the ability to meet the needs of those affected will remain severely limited.” 

In Al Hodeidah Governorate, one of the hardest-hit areas, the floods have displaced over 6,000 families and caused severe infrastructure damage. The floods have buried wells, washed away farmlands, and caused widespread destruction of homes and essential public services. Roads have been closed, and access to affected areas remains challenging, further complicating relief efforts. 

In the districts of Hays, Mokha, and Al Khokha, the situation is equally dire. Reports indicate that floods have impacted more than 5,800 families, displacing thousands and causing extensive damage. The floods have destroyed crops and critical infrastructure, including roads and water supply systems, severely affecting the local economy and access to essential services. In Hays, the flooding has swept land mines into new areas, complicating access and increasing risks for those trying to reach communities in need.

To date, IOM has provided Rapid Response Mechanism (RRM) assistance to 313 families in Hays and Al Khokha districts, and distributed shelter materials to 83 households in Al Khokha and 3,000 hygiene kits as part of the flood response on the West Coast. Teams are also conducting assessments in Water, Sanitation, and Hygiene (WASH), Protection, Multi-Purpose Cash Assistance (MPCA), and Shelter/Non-Food Items (SNFI) to guide ongoing and future response efforts.

In Ma’rib, recent windstorms and floods have caused extensive damage, including broken electrical poles, widespread power outages, and severe impact on shelters. Preliminary assessments reveal that in the 21 IOM-managed displacement sites, 600 shelters were fully damaged, and 2,800 were partially damaged, affecting over 20,000 people. Tragically, four deaths and several injuries have been reported, with 12 individuals referred to IOM-supported hospitals in Ma’rib city for urgent medical care. 

The flooding has also raised serious health concerns. The combination of stagnant water and poor sanitation conditions is creating a breeding ground for mosquitoes, which could lead to outbreaks of vector-borne diseases such as malaria and dengue fever. Contaminated water sources may exacerbate the risk of waterborne diseases and current cholera epidemic, compounding the health crisis in an already vulnerable population. 

In response, IOM’s teams have been on the ground conducting initial assessments, activating emergency response committees, restoring critical infrastructure, such as water and sanitation systems, and deploying teams to open channels for water discharge and construct embankments to prevent further damage. Despite these efforts, the scale of the disaster has exposed critical gaps in resources, particularly among SNFI partners, due to low contingency stocks. 

IOM is closely coordinating with local authorities, humanitarian partners, and clusters to ensure a comprehensive and effective response. The Organization is also preparing for further assessments as the rains persist, with contingency plans in place to mobilize additional resources as needed. In addition, IOM is working to strengthen the timely delivery of aid, while focusing on integrating health, shelter, and protection services into the response to address both immediate and long-term needs. 

The devastation from the floods and windstorms has worsened Yemen’s already dire humanitarian crisis, where millions are grappling with the impacts of prolonged conflict, displacement, and poverty. The situation for internally displaced persons, already living in precarious conditions, has become even more critical as the destruction of shelters and limited access to essential services further impedes their recovery.  

With more rain and wind expected in the coming days, the urgency of the crisis is heightened. IOM urgently calls on the international community to significantly increase support to address the overwhelming needs on the ground. 

For more information, please contact: 

Monica Chiriac, Media and Communications Officer: [email protected]    IOM Yemen’s Communications Team: [email protected]  

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The World Must Not Ignore DR Congo’s Worsening Humanitarian Crisis – IOM

Urgent action is needed to stem the worsening humanitarian situation in eastern DRC, where internal displacement, acute food insecurity, and gender-based violence are reaching record levels, warned IOM DG, Amy Pope. Photo: IOM/Daco Tambilika

Fighting between DRC government forces and the M23 armed group has displaced over 7 million people from their homes, many of them multiple times. IOM/Angela Wells

Kinshasa - With record levels of internal displacement, acute food insecurity, and gender-based violence, urgent and concerted action is needed to stem the worsening humanitarian situation in eastern Democratic Republic of the Congo (DRC), warned Amy Pope, director general of the International Organization for Migration (IOM), at the end of a three-day visit to the country.

“In eastern DRC, I met with people who have been affected by conflict their whole lives – displaced multiple times, living in the most challenging conditions in makeshift camps. The situation facing women and girls – who are bearing the brunt of this conflict – is particularly distressing, with soaring levels of sexual and gender-based violence,” said Ms. Pope, who travelled to DRC in her capacity as IOM chief and as joint Principal Humanitarian Advocate for the United Nations’ Inter-Agency Standing Committee (IASC). 

Fighting between DRC government forces and the M23 armed group – the most prominent of more than 100 armed groups reported to be active in the strategically important and resource-rich region, at the centre of multiple conflicts since the 1990s – has displaced over 7 million people from their homes, many of them multiple times – at least 2.6 million of them in North Kivu alone.

In other areas of the country, including around the capital Kinshasa, heavy rains and flooding have displaced tens of thousands more.

Ms. Pope travelled to Goma, the regional capital of North Kivu, where she visited the Lac Vert Bulengo site for displaced persons - one of the largest of the many informal displacement sites that have sprung up in the area, with around 70,000 people who have fled fighting in the region currently living here. There, she met camp representatives and spoke with women affected by the conflict.

“The humanitarian needs here are vast. Yet the displaced families I’ve spoken with here told me that, more than anything, they need peace to be able to rebuild their lives,” said Ms. Pope.

“So, while we need to continue to provide life-saving humanitarian aid, we know that alone is not the remedy. Given the scale and magnitude of needs in the DRC, working in partnership is crucial. We need to bring together efforts across the humanitarian, development and peace sectors to drive comprehensive, innovative, sustainable solutions – putting affected people at the centre.”

“At the same time, we call on all parties to the conflict to respect international humanitarian law, ensure the protection of civilians, and facilitate the safe and unhindered delivery of aid,” she continued.

In Kinshasa, Ms. Pope met with the Prime Minster of DRC, Judith Suminwa Tuluka and Foreign Minister, Therese Kayikwamba Wagner, to discuss shared humanitarian concerns and enhancing cooperation in the short, medium and longer term.

She also met with donor community and UN agency representatives, and other humanitarian and development partners to find ways to strengthen and scale up a coordinated response.

The UN appealed for USD 2.6 billion in its 2024 Humanitarian Response Plan, only 33 per cent of which has been funded to date.

“As IOM director general, and in my special role as humanitarian advocate for the situation in the DRC, I am committed to keeping this crisis firmly on the international agenda and working with all our partners towards lasting peace,” concluded Ms. Pope.

For more information, please contact:  

In Goma: Daco Tambilika at [email protected]

In Nairobi: Yvonne Ndege at [email protected]

In Pretoria: Abibo Ngandu at [email protected]

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8 Engaging Lesson Plans to Teach "SDG 1: No Poverty" to Your Students

Sustainable Development Goal (SDG) 1 aims to end poverty in all its forms everywhere by 2030. As educators, teaching about SDG 1, “No Poverty,” is crucial to raising awareness and fostering a proactive generation in eradicating poverty. Integrating this goal into your curriculum can help students understand the complexities of poverty, its causes, and solutions. This blog post provides valuable information on SDG 1 and shares 8 engaging lesson ideas, including ready-to-use digital activities, to make this topic resonate with your students.

💡 The digital activities are created with BookWidgets , a content creation and evaluation tool for teachers. You can make a copy of the lessons below to your free BookWidgets account, or you can navigate to this BookWidgets group folder where you can find them all together. This allows you to duplicate the activities, make changes (language, instructions, settings) when needed, and share it with your students. This way, you will also receive the results and be able to provide student feedback.

Now, let’s get started!

What is SDG 1: No Poverty?

Over 700 million people, or 10% of the world’s population, still live in extreme poverty, struggling to meet the most basic needs like health, education, and access to water and sanitation.

SDG 1 seeks to end poverty in all its dimensions by 2030, ensuring that all individuals, regardless of their background, have access to basic needs such as food, shelter, and education. This goal highlights the importance of economic growth, social protection systems, and equal resource access. The goal is divided into more specific goals. I made a checklist for you and your students to understand what it’s all about.

8 Free and Interactive Lesson Plans to Teach “SDG 1 - No Poverty”

Before I show you the first activity, it’s essential to understand why teaching “SDG 1 - No Poverty” to your students is important. Teaching about SDG 1 helps students develop empathy, understand global inequalities, and recognize their role in creating a more equitable world. It aligns with social studies, economics, and geography curricula, providing a real-world context for theoretical knowledge.

⚠️ Important! Although these lessons are intended to create empathy amongst students for every student’s situation, some lessons might be hard to face for students who are really in this situation. Always analyze your classroom and students and make the right call regarding your students and their situations.

1. Poverty Simulation Flashcards

Help students understand the daily challenges faced by individuals living in poverty. Create a card deck with different scenarios and let your students draw one. In these scenarios, students must manage a limited budget for food, housing, and other necessities. Discuss the difficulties they faced and possible solutions.

I created a set of digital cards below. These scenarios work best with grade 5 to 6 students. When you make a duplicate and click the preview button, you can also print the cards.

2. Comprehensive Listening & Reading Activity SDG 1

This BookWidgets Split Worksheet activity is a very good introduction to SDG 1 when you’re teaching 6th-grade students. Using the fantastic bedtime stories website, Naratopia , I linked a poor man’s story to SDG 1. You first read the story out loud, so your students need to listen to the story. Next, your students read it a second time when opening the activity. Now, they can solve the questions on the other side. This story teaches your students an important lesson. Can your students find out what the moral of the story is?

3. Why is it hard to escape poverty? Video Quiz Activity

This Video Quiz activity shows an interesting TedEd video explaining why it’s hard for individuals to escape poverty. The video pauses at some point to ask your students questions about what they just learned and check their understanding. This is the perfect activity to introduce “SDG 1 - No poverty” to high school students.

4. Social Protection Systems Worksheet

This lesson idea is perfect to let students explore different perspectives on poverty and its solutions. Have students debate policies that could alleviate poverty.

To start a discussion, you can let your students agree or disagree with a certain policy rule or social protection system. Here’s just a worksheet showcasing 5 social protection systems around the world. Your students need to think critically and argue the benefits or traps of these systems. It’s the perfect SDG 1 activity for high school students.

5. Vocabulary Lesson

With new lesson material, students will always struggle with new words and complicated terms. In this planner lesson, 3 activities build up the understanding of the new vocabulary and complicated terms in a fun way. This lesson will take an entire lesson, but in the end, your students will understand the new vocabulary.

• First, your students need to spin the wheel, look up the 5 random words they get, and write down the meanings of those words.
• In the next activity, your students get time to find the new SDG 1 vocabulary in a word search activity. After that, the teacher calls out students individually to indicate the word they found in the word search on the big screen. Students who also looked up the meaning of a particular word may explain it to their classmates.
• Lastly, your students can test themselves by reading an explanation/ definition and recalling the new term they learned.

I also added a flashcard deck so students can practice the new words before, during, or after the planner lesson. This SDG 1 vocabulary lesson is for high school students.

6. Science & Poverty

This Split Worksheet activity encourages your high school students to learn more about how science can be used to eradicate poverty. Your students read an interesting article and watch a video so they can solve important questions to demonstrate their understanding of the topic.

7. Blackout Poetry Project

Have students write blackout poems about poverty. I created a whiteboard activity and added text. Students can now black out words to create a poem about poverty. This type of poetry also symbolizes the emotions people living in poverty often feel. On the other hand, SDG 1 is all about eradicating and wiping out poverty. Here, the “blackout poetry” assignment also correlates with the symbolics of the SDG.

Your students all start with the same text. You’ll be amazed by the different poems that will come out. Ask your students to write the end result, next to the blackout poem. Just like in my example below. I gave it a try. 💡Students can send their poems to you when you create a free BookWidgets account. You’ll be able to find all the results there and provide feedback.

8. Poverty Simulation Spent

“SPENT” is a free, interactive online simulation game where your students experience the challenges of living on a limited budget. Players make daily decisions about housing, food, healthcare, and employment while managing unexpected expenses. The game emphasizes the precarious nature of poverty and the difficult choices that low-income individuals face. By simulating a month in the life of a person struggling financially, “SPENT” provides a visceral understanding of poverty.

This game aligns with teaching SDG 1 by illustrating the real-life impact of poverty on individuals and families. It helps students understand poverty’s complexity and multidimensional aspects, highlighting the importance of economic stability, access to resources, and social support systems. The game fosters empathy and critical thinking, encouraging students to think about solutions to poverty and the role of social protection systems in achieving SDG 1: No Poverty.

More ready-to-use SDG lesson plans and resources

This is just part one of a blog post series about teaching the SDG’s. I will post a new blog post about the next SDG in line every month. And if you can’t wait this long, I already created 1 lesson for each SDG in this digital group work planner activity . Here’s the blog post about teaching the SDGs and you can find all the seperate SDG activities in this BookWidgets group folder in case you want to make some changes.

Teaching about SDG 1: No Poverty is essential in fostering a compassionate and informed generation. By integrating these ready-to-use interactive and digital activities into your lessons, you can help students understand the complexities of poverty and inspire them to take action. Let’s equip our students with the knowledge and empathy they need to create a world free of poverty.

Remember, All the featured SDG lesson plans are designed with BookWidgets. You can duplicate the SDG lesson plans from this group , adapt them, and share them with your students. You can also create lessons on this topic or any other topic from scratch. Want to learn more about creating engaging lesson activities with BookWidgets?

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BookWidgets enables teachers to create fun and interactive lessons for tablets, smartphones, and computers.

‘Artificial Intelligence for Equity in Education’ drives UNESCO and 11th Equitable Education Alliance event in Asia-Pacific

The UNESCO Regional Office in Bangkok (UNESCO Bangkok), in collaboration with the Equitable Education Fund (EEF) of Thailand, organized the webinar,  ‘Artificial Intelligence for Equity in Education’ (‘AI for Equity’), to delved into the transformative potential of artificial intelligence in revolutionizing educational practices – expressly to ensure equitable access to education and related opportunities for all students in Asia and the Pacific.

The AI for Equity webinar, which engaged well over 1,200 participants, was facilitated by Dr Romora Edward Sitorus, Head of Evaluation, Research, Dissemination and Advocacy, of the Project Management Office (PMO) of Kartu Prakerja, Indonesia. The webinar featured presentations by three experts currently working with AI-driven learning platforms, or engaged with AI issues such as AI literacy and the critical importance of teaching the responsible use of AI in all educational contexts: Sajid Ali Anjum, Chief Technology Officer at Knowledge Platform; Asst. Prof. Ben Leong, Director of the AI Center for Educational Technologies (AICET), Singapore; and Pam Vachatimanont, Director of Operations and Partnerships for the non-profit AI and education advocacy platform, TeachAI. Closing remarks for the webinar were provided by Mr Ilja Riekki, Junior Professional Officer, Education Section of UNESCO Headquarters, Paris.

In his opening remarks, Dr Sitorus emphasized the vast potential of AI to revolutionize education by increasing access to quality education through virtual tutors, the creation of multilingual content, and the streamlining of operational processes – thus allowing educators to focus more on teaching. He shared the successful implementation of AI in Indonesia’s Prakerja platform, highlighting the platform’s capacity to provide personalized training, job recommendations aligned with students’ completed training, and AI-driven ‘liveness’ checks.

One of the overarching strengths of the webinar was its discussion of dynamic AI tools already blazing new trails for teaching in the region. In underscoring the critical shortage of qualified teachers in many contexts, Asst. Prof. Leong discussed how AI could assist the education sector with AI-driven programming ‘coaches’, such as ‘Codavari’, a tool providing access to quality learning support for students who might be lacking access to traditional classroom instruction. Another such AI platform introduced by Professor Leong was ‘Cikgo’, an AI tool developed by the AI Center for Educational Technologies (AICET), Singapore, which is designed to personalize learning experiences for students by adapting to their individual needs. He stressed that the goal of AI should be to support teachers and enhance their capacity to manage larger classes effectively.

Mr Sajid Ali Anjum shared similar insights into the benefits of AI for personalized learning and content creation. He discussed how certain resources such as ‘Knowledge Platform’ are already serving millions of learners by providing AI-driven personalized learning paths and content creation tools. Anjum shared a case study from Pakistan, where the implementation of AI-driven personalized learning recently led to a substantial improvement in student performance. In a pilot program involving 75 schools and 26,000 learners, the personalized learning approach resulted in a 60 per cent improvement in student scores. 

Ms Pam Vachatimanont focused on AI literacy and its importance in bridging the digital divide, emphasizing that AI literacy should encompass an understanding of how AI works, what constitute its societal impacts, and how it is to be used responsibly. She shared examples of initiatives at the youth-serving NGO Prestasi Junior Indonesia, and Kyungpook National University (KNU), South Korea, which have successfully integrated AI literacy into their educational frameworks for a balanced and informed use of AI. For instance, aiming to foster responsible use of technology among students, Prestasi Junior Indonesia developed a STEM education programme which includes AI and machine learning courses. Similarly, KNU’s AI Convergence Education major equips future teachers with the knowledge to design AI-integrated curricula and teach AI literacy. These initiatives ensure that all students, regardless of their background, have the opportunity to learn about and benefit from AI technologies.

The session concluded with a Q&A session and closing remarks offered by Ilja Riekki, Junior Professional Officer, who specializes in Youth Literacy and Skills Development for the Education Section of UNESCO Headquarters. Riekki introduced the  UNESCO Global Skills Academy , which aims to enhance employability and resilience by providing digital skills training as a solution to bridge the skills gap. He shared information about the academy's digital skills offerings and extended an invitation to World Youth Skills Day 2024 (15 July) event, which focused on AI skills for the future of work.

Re-watch the session here.

For more information:

• Use of AI in education: Deciding on the future we want
• Generative AI and the future of education
• How generative AI is reshaping education in Asia-Pacific
• Youth Skills for Peace and Development
• Equity Ed Hub

#EquitableEducation #FutureOfEducation

More about UNESCO Bangkok

Related items.

• Artificial intelligence
• Future of education
• Region: Asia and the Pacific
• UNESCO Office in Bangkok and Regional Bureau for Education
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
• See more add

This article is related to the United Nation’s Sustainable Development Goals .

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Sdg 14: life below water.

The Sustainable Development Goal ‘Life below water' (SDG 14) aims to protect and ensure the sustainable use of oceans. This includes reducing marine pollution and ocean acidification, ending overfishing and conserving marine and coastal ecosystems. SDG 14 is strongly related to other SDGs as oceans sustain coastal economies and livelihoods, contribute to food production and function as a carbon sink.

In 2023, the quality of water on coastal bathing sites in the EU was very high with 88.4% of sites rated excellent, which was an increase of 3.4 percentage points (pp) when compared with 2013 (85.4%) and shows stability compared with 2022 (88.9%).

Source datasets:   sdg_14_40 and sdg_14_50  

The global mean surface seawater acidity in the EU had a pH value of 8.05 in 2022, representing a decrease of 0.02 compared with 2012 (8.07). The decline in pH indicates increased acidity of ocean water. Rising levels of atmospheric CO2 enhances the absorption of CO2 by oceans, leading to lower pH values.

How is your country doing?

Do you know the quality of water on the costal bathing sites in your country? Is it improving or getting worse?

The data visualisation tool ‘ SDGs & me ’ will help you to easily explore and evaluate the situation in your country and compare it to others.

The visualisation tool -  SDG country overview  allows you to compare your country’s scores across all goals against the EU average. 

Would you like to learn more? 

You can find out more about the EU’s progress towards the SDGs with the following: 

• publication Sustainable Development in the European Union - monitoring report on progress towards the SDGs in an EU context, 2024 edition and the corresponding brochure provide an overview of progress towards the SDGs in the EU; 
• recording of the webinar on the EU’s progress , held on 20th June 2024. 

For more information

• Set of Statistics Explained articles on sustainable development in the EU 
• Thematic section on the Sustainable Development Goals 
• Database on the Sustainable Development Goals  
• Statistics for the European Green Deal 
• The European Commission’s SDG Policy Mapping Tool  
• United Nations 2030 Agenda for Sustainable Development 

 If you have any queries, please visit our contact us page.

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