“Investment, innovation and data for a better assessment” day 1 on the High Level Political Forum on the SDG 4
During this week we are participating in the official review of the Sustainable Development Goal SDG 4 in the High Level Political Forum on Sustainable Development of the United Nations. In the hands of Nate Radomski, Friends of Fe y Alegría Coordinator in the United States and thanks to the nature of the NGO with Consultative Status of Fe y Alegría Federation, this is a privileged space to update and agree on the challenges and reflections that are handled in the international context of education in the world.
These sessions bring together government officials, government agencies, the private sector and a large civil society that is pointing out crucial emphases to illuminate the strategies to come if we really want to achieve this Goal by 2030.
From the education sector they warned that the world is facing a global education crisis: unless rapid action is taken, they warned, the world would not achieve inclusive and equitable quality education for all by 2030. Four years after the implementation of this SDG, UNESCO, warned that if current trends continue, the number of children and young people not enrolled in 2030 will only partially decrease from 264 million to 225 million. According to the latest data from the Department of Economic and Social Affairs of the United Nations (DESA), about 617 million children and young people in the world lack a good foundation in mathematics and reading . If this trend continues, they warned that this number will increase close to 1.4 billion in 2030.
In the panel in which education leaders and NGOs from around the world participated, they also denounced that the progress and implementation of SDG 4 is taking place at a slower pace than expected. To achieve sustainable results, they stressed that more national funding, both private and public, is needed to improve public education systems. To overcome these obstacles and achieve the goals of SDG 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, the participants told all interested parties to consider three lines of action: a more efficient and equitable investment in public education; an increase in innovation; and a better statistical analysis.
In addition, the debate on the importance of the quality of education for the sustainable development of the world population, framed in a model of global citizenship, was outstanding. “The world must train students who are critical thinkers and global citizens with empathy, tolerance, creativity and compassion. We must work in marginalized and vulnerable communities: rural communities, indigenous people, migrants / refugees …
Taking care of the one who teaches
Parallel panels highlighted the role that the body of teachers must play and play, which has to respond to the challenges and the educational model in question. It was pointed out, as from Entreculturas we claim where we work, that the teaching profession is valued because it is still unattractive and this is due to a variety of factors, including: large volume of work, low wages, poor conditions, investment inefficient public, less respect for human rights, such as the right to organize. Among the measures proposed in the debate, it is crucial to develop new tools and holistic support systems to hire new teachers.
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