Uvod
Since 2000, there has been enormous progress in achieving the target of universal primary education. 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. There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.
Progress has also been tough in some developing regions due to high levels of poverty, armed conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflict has seen an increase in the number of children out of school. This is a worrying trend. While Sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain. Children from the poorest households are up to four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.
Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. 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.
Dejstva in številke
- Enrollment in primary education in developing countries has reached 91 percent.
- Still, 57 million primary-aged children remain out of school, more than half of them in sub-Saharan Africa.
- In developing countries, one in four girls is not in school.
- About half of all out-of-school children of primary school age live in conflict-affected areas.
- 103 million youth worldwide lack basic literacy skills, and more than 60 percent of them are women.
- 6 out of 10 children and adolescents are not achieving a minimum level of proficiency in reading and math.
Ciljni cilji
4.1 Do leta 2030 zagotoviti, da vsa dekleta in fantje dokončajo brezplačno, pravično in kakovostno osnovnošolsko in srednješolsko izobraževanje, ki bo vodilo do ustreznih in učinkovitih učnih rezultatov.
4.2 Do leta 2030 zagotoviti, da imajo vsa dekleta in fantje dostop do kakovostnega zgodnjega razvoja, varstva in predšolske vzgoje, da bodo pripravljeni na osnovnošolsko izobraževanje.
4.3 Do leta 2030 zagotoviti enak dostop za vse ženske in moške do cenovno dostopnega in kakovostnega tehničnega, poklicnega in terciarnega izobraževanja, vključno z univerzitetnim.
4.4 Do leta 2030 znatno povečati število mladih in odraslih, ki imajo ustrezne spretnosti, vključno s tehničnimi in poklicnimi veščinami, za zaposlitev, dostojna delovna mesta in podjetništvo.
4.5 Do leta 2030 odpraviti razlike med spoloma v izobraževanju in zagotoviti enak dostop do vseh ravni izobraževanja in poklicnega usposabljanja za ranljive, vključno z invalidnimi osebami, avtohtonimi prebivalci in otroki v ranljivih razmerah.
4.6 Do leta 2030 zagotoviti, da bodo vsi mladi in znaten delež odraslih, moških in žensk, dosegli pismenost in računanje.
4.7 Do leta 2030 zagotoviti, da vsi učenci pridobijo znanje in veščine, potrebne za spodbujanje trajnostnega razvoja, med drugim z izobraževanjem za trajnostni razvoj in trajnostni življenjski slog, človekove pravice, enakost spolov, spodbujanje kulture miru in nenasilja, globalno državljanstvo in spoštovanje kulturne raznolikosti in prispevka kulture k trajnostnemu razvoju.
4.a Zgradite in nadgradite izobraževalne ustanove, ki so občutljive na otroke, invalide in spol ter zagotavljajo varno, nenasilno, vključujoče in učinkovito učno okolje za vse.
4.b Do leta 2020 znatno razširiti po vsem svetu število štipendij, ki so na voljo državam v razvoju, zlasti najmanj razvitim državam, majhnim otoškim državam v razvoju in afriškim državam, za vpis v visokošolsko izobraževanje, vključno s poklicnim usposabljanjem ter informacijsko in komunikacijsko tehnologijo, tehniko, inženiringom in znanstvenih programih v razvitih državah in drugih državah v razvoju.
4.c Do leta 2030 znatno povečati ponudbo usposobljenih učiteljev, tudi z mednarodnim sodelovanjem za usposabljanje učiteljev v državah v razvoju, zlasti v najmanj razvitih državah in majhnih otoških državah v razvoju.
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