SDG 4 - Quality Education Explained

SDG post #4 - SDG 4 Ensure inclusive and equitable quality education and promote lifelong learning for all 

Hi #sustainability champions, today we continue our  journey exploring the individual SDGs one by one to polish our knowledge and upskill in SDG learning. As mentioned before we send out a post approximately once or twice weekly until we have gone through all 17 SDGs. Today we tackle  SDG 4 - Quality Education.
You can follow or connect with us and see what we have to offer related to upskilling your change maker abilities (of tools and training) on our SDG toolkit webpages. ✔

So let’s explore Sustainable Development Goal 4 (SDG 4), also known as  "Quality Education" in a concise manner suitable for learning.

What is SDG 4?

Sustainable Development Goal 4 (SDG 4) is a global commitment to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." It's a vision to transform lives through education, recognizing the fundamental role it plays in creating a sustainable, prosperous, and equitable world.

Why does SDG 4 Matter? 

Education is more than literacy and numeracy; it's a key driver of sustainable development. It empowers individuals, reduces inequalities, promotes gender equality, and fosters peace and is the foundation for future development of societies. In essence, SDG 4 is the cornerstone for improving people's lives and shaping a better future for all, directly related to SDG 1, SDG 2, SDG 3, and SDG 8 and many others. .

The world has gone through a dramatic transition over the last few centuries, from one where very few had any basic education to one where the majority of people do. This is not only reflected in the inputs to education – enrolment and attendance – but also in outcomes, where literacy rates have greatly improved.

Getting children into school is also not enough. What they learn matters. There are large differences in educational outcomes: in low-income countries, most children cannot read by the end of primary school (>80%). These inequalities in education exacerbate poverty and existing inequalities in global development. Hence the quality of education counts. 

For example, comparative literacy studies like PISA and others, show that children from socially disadvantaged parts of society have much lower literacy and educational achievements compared to children from other parts of society. This results in choosing less and less advanced studies and even if they reach access to tertiary education they are much less likely to choose these paths. In that sense educational chances are being ‘inherited’. 

Saying that worldwide equality for primary education between boys and girls has been largely achieved, however not so for other levels of education. Also, completion of primary education has increased significantly and has reached around 85% by now, but some countries and regions are still lacking behind, particularly in least developed countries. But in  many of the world’s poorest countries(i.e. especially in many African and some Asian countries), children receive less than three years of learning-adjusted schooling. In most rich countries, this is more than 10 years.

And basic reading and writing skills have improved also for adults in recent years (reaching around 87% by now). 

On the other hand, basic education for children with disabilities remains quite low (around 20% only) and millions of refugee children or children living in conflict zones do not have access to education at all, a trend which appears to be increasing with expansion of conflicts worldwide. And overall around 244 million children did not attend school. Many children who attend primary school drop out and do not attend secondary school. That means many more children or adolescents are missing from secondary school than primary education. On a different level less than 40% of people have achieved any form of post-secondary education, with wide differences between regions and countries and between genders and groups of people. 

• Completion rates in primary and lower secondary level education continue on an upward curve while the percentage of young people completing upper secondary school increased from 53% in 2015 to 59% in 2023. This increase, however, is at a slower pace relative to progress in the preceding eight[1]year period and such improvements do not always result in positive learning outcomes.
• Data from 76 mainly low- and middle-income countries from 2015 to 2023 shows that approximately two-thirds of young children are developmentally on track, with no significant gender differences.
• In countries with recent data, around only one-sixth of individuals aged 15-64 have participated in education and training.
• Only half of all primary schools have the basic infrastructures and materials to provide an adequate schooling experience to pupils with disabilities and one in five primary schools globally does not have single-sex sanitation facilities. On average, 44% of primary schools, 56% of lower secondary schools and 69% of upper secondary schools had access to the Internet in 2022, almost double the rates in 2021. At the upper secondary level, 91% of schools have access to electricity, 81% have computers for pedagogical use and 69% of schools are connected to the internet.

Key Targets and Indicators

SDG 4 is defined by 10 ambitious targets, ranging from universal primary and secondary education (4.1) to increasing the number of scholarships available to developing countries (4.b). These targets are measured by 11 indicators, ensuring progress can be tracked and goals can be met. Some of the main targets summarised include (if you want to know the exact lengthy wording in the Agenda 2030 you should have a look here):

• Inclusive and equally high quality education for all
• Equitable access to free primary and secondary education
• Access to early childhood and pre-primary school education and care
• Safe and secure learning environments for all
• Equal education for boys and girls, men and women, people with disabilities and, indigenous groups and other marginalised groups of societies
• Ensure accessible and affordable opportunities for lifelong learning for all
• Literacy for all youth and adults alike
• Secure education for sustainable development, human rights, world citizenship education and sustainable lifestyles 
• Highly qualified educators and teachers everywhere with adequately equipped and financed educational facilities 

Challenges and Progress 

Education liberates the intellect, unlocks the imagination and is fundamental for self-respect. It is the key to prosperity and opens a world of opportunities, making it possible for each of us to contribute to a progressive, healthy society. Learning benefits every human being and should be available to all.. As statistics show strides have been made, challenges persist. Access to education is not equal, quality varies, and millions remain out of school. The 2023 SDG 4 scorecard report provides a snapshot of progress, showing that three in four countries have submitted benchmarks for at least some of the seven SDG 4 indicators. Some highlights:

• Global upper secondary school completion growth slows yet Eastern and South-Eastern Asia displays remarkable progress
• COVID-19 and other factors have exacerbated declines in reading and mathematics
• An urgent need for enhanced climate change and sustainability education and teacher training
• Universal pre-primary education is hindered by inadequate legal guarantees and financial barriers
• Lags in basic services in schools continue to marginalize girls and students with disabilities
• A substantial number of teachers are not trained according to minimum standards in their country
• Progress towards Goal 4 has been slow since 2015, with only 58 per cent of students worldwide achieving a minimum proficiency in reading by 2019. Recent assessments reveal a significant decline in math and reading scores in many countries, highlighting a set of factors beyond the COVID-19 pandemic's impact on global education.
•  Many countries face challenges such as inadequate education infrastructure, teacher shortages and insufficient teacher training. While technology has expanded educational opportunities, it has also widened inequalities, leaving millions of people, especially in marginalized and low-income communities, without access to education.
• To meet national 2030 education targets, which have been scaled back compared to the original Goal 4 targets, countries must annually enrol 1.4 million children in early childhood education, admit a new child to school every 2 seconds until 2030 and triple annual progress in primary completion rates.
• Accelerating progress could have a catalytic impact on achieving the overall 2030 Agenda. Prioritising increased education funding, teacher training, and inclusive and accessible schools are essential steps, along with leveraging technology and bridging the digital divide to achieve equitable access to quality, accessible and equitable education.

Therefore and overall the latest UN SDG progress report on SDG 4 shows either stagnation or at best marginal to moderate progress,  with enormous regional differences, and overall way of track to reach the 2030 targets,  and certainly significant acceleration is required on most SDG 4  targets, with a particular focus on low income countries. Even though equal access to primary education has been largely achieved, quality and learning outcomes are stagnating and often at a low level, and so is access to early childhood care and education. The most worrisome aspect is a severe lack of qualified teachers and educators and resources for training them is overall going backwards, paving the way for a worrisome trend, which appears to be exacerbated by economic strife and resulting austerity measures by many governments, hindering future prospects for sustainable development. 

SDG 4 covers multiple dimensions of education, training and development from birth to death - lifelong learning.  A  few big dimensions of education are covered, which still has enormous challenges ahead and being in some areas way off the set targets: 

Accessibility - how easy or difficult it is to obtain an education, including eliminating barriers that may prevent access (cost, location, socio economic conditions, etc.)

Equity - who is able to access the education system, in particular ensuring that marginalised groups have the support they need to access and participate

Quality - it’s not enough to simply access education, the system needs to be of adequate quality, in order to ensure that people get the skills and knowledge they need 

Skills and Knowledge - the variety of educational and training formats that enable people to obtain the skills to obtain employment and function in society

If you would like to know more about where your country currently stands with SDG 4 (and all other SDGs), you can check out the latest Sustainable Development Report - Country Profiles (as well as Rankings, Interactive Maps and a Data Explorer),  and additional visual presentations available on Our World in Data. 

It is clear that the gender roles in many developed countries have changed significantly with more women gaining higher education. Giving everyone access to quality education is the prerequisite for participatory governance, collective intelligence and wise action. 

In a rapidly changing world with humanity facing multiple converging crises, education has to remain flexible and lifelong so people can adapt to changing conditions. Job markets and the economic trends and innovations will change much more frequently than in the ‘one career for life’ conditions of the Baby Boom generation. Qualitative economic growth crucially depends on enabling people to creatively solve the problems and meet the needs of their local community. 

Sustainable development can be catalysed by design-centred education that promotes whole systems thinking and integrative locally adapted solutions, as well as the ability to collectively envision a positive future and co-create adaptive strategies for how to bring it about collaboratively. 

Also 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 periods 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.

How can we achieve quality education for all? 

Like any other SDG, also SDG 4 would require a multifaceted and multi-dimensional approach, which will need to include increased funding. Inclusivity and quality, teacher training, for higher education, and technology improvements. Some of the more higher level (and often global to national) aspects of achieving SDG 4 could probably include in summary (but not be limited to) something like the following:

• Universal Access to Education: Ensure free and compulsory primary and secondary education for all children, regardless of gender, socioeconomic status, or geographic location. Expand access to early childhood education and pre-primary education, especially in underserved areas. Implement policies to support vulnerable groups, including children with disabilities, refugees, and marginalized communities, to ensure they have access to education.
• Improving Education Quality: Invest in teacher training and professional development to enhance the quality of education at all levels. Develop and implement curricula that promote critical and systems thinking, arts & creativity, and life skills, in addition to traditional academic subjects. Provide adequate learning materials, technologies, and infrastructure to support an engaging and effective learning environment.
• Gender Equality in Education: Address gender disparities by promoting equal access to education for girls and boys, particularly in regions where girls face barriers to schooling. Create policies that prevent and respond to school-related gender-based violence and harassment. Support programs that encourage girls' participation in STEM (Science, Technology, Engineering, and Mathematics) fields and leadership roles in education.
• Lifelong Learning and Skills Development:  Promote lifelong learning opportunities for all, including adult education, vocational training, and digital literacy programs. Strengthen technical and vocational education and training (TVET) systems to equip individuals with skills for modern lives. Create pathways for adult education to ensure that individuals can continuously improve their knowledge, capabilities and skills throughout their lives.
• Inclusive and Equitable Education: Develop policies to ensure inclusive education that accommodates students with disabilities, ethnic minorities, and other marginalised groups. Promote the integration of social, ecological and emotional learning, cultural awareness and values of worldviews, and conflict resolution into school curricula. Support the establishment of schools that are safe, welcoming, and equipped to address the needs of diverse learners.
• Investment in Education Infrastructure: Increase investment in educational infrastructure, including building schools, providing essential learning tools, and ensuring reliable access to technology. Improve digital infrastructure and ensure that all students have access to technology and internet connectivity, especially in remote areas. Upgrade education systems to adapt to new technologies and teaching methodologies that align with modern learning needs.

The importance of widespread ecological and social literacy cannot be overestimated. The complex eco-social systems in which we participate can only be maintained and regenerated if we all become well educated  responsible citizens aiming for appropriate participation at local and regional scale. Education is as much about the why, as the how and what of regenerative cultures. We depend on the planetary life support system. 

Let's make education our priority. Together, we can ensure that every child, youth, and adult has access to the education they deserve and wish for. Let's build a world where education is the foundation of a sustainable and regenerative future.

Instead of putting too much emphasis on generic larger scale ‘solutions’, which are likely somewhat removed from the realities and contexts of many local communities wherever they are. And because the supported approach by Gaia Education for regenerative design and development, is about the context specific potential of each and every place and community. Hence, we want to support the life affirming or life regenerating local conversations and co-creative processes which should be a starting point of whole systems based realisation of SDG 4 and all strongly linked and all other SDG systemically together. From this we provide some useful questions to ask yourself or a group you work with in relation to SDG 4 (sourced from the Gaia Education SDG Flashcards) in a multidimensional manner in the social, ecological, economic and worldview/cultural dimensions.. 

The SDG Flashcards can  provide you with some ideas on how one can possibly work with the SDGs in different (not top down but bottom up) and generative approaches. Based and part of the Gaia Education SDG Flashcards, they contain more than 200 questions on the system-wide approach to achieving the 2030 Agenda.

The cards enable a participatory and problem-centric group conversation and solutions oriented multi-perspectival dialogue. They invite participants to engage and to collaborate to identify actions and solutions to implement the SDGs in ways that are relevant to their lives and communities, locally. This is an effective way to establish local community ownership and realisation for the UN SDGs.

The SDG Flashcards are used in the SDG Training of Multipliers. Check out the freely downloadable SDG Training of Multipliers Handbook for a detailed description of how to prepare, promote, and how to use these cards  more easily to promote community activist training, in various settings (e.g. local public bodies, communities, schools, universities, business etc.) as well as many other tools from our SDG webpages.

There are of course many examples of working on SDG 4  and quality education in all its forms, sometimes also in a systemic way  (Post 0). 

Gaia Education’s core operations are of course related to SDG 4 and  all of our educational and training offerings support the implementation of the SDGs including and in particular SDG 4 (and target 4.7), but is part of all of our projects and initiatives where at least one (including SDG 4), mostly several SDGs are targeted. 

Gaia Education has been a Chapter Lead in SDG 4 for the UK’s National SDGs Plan, we have created the SDG Flashcards and free SDG Multipliers manual as well as other tools and related SDG Training of Multipliers (online and face to face) to help people connect to the SDGs, better understand their potential, and design projects which help their communities contribute to the SDG targets!

If you do not yet know about our many course and training offers, we encourage you to check out our web pages, but some of our flagship offerings include:

Ecovillage Design Education programmes, often referred to as ‘EDEs’, provide participants of all ages with the knowledge and practical skills to design a society which uses energy and materials with greater efficiency, distributes wealth fairly and strives to eliminate the concept of waste.

Our immersive Face-to-Face programmes are known to have transformed lives. Previous participants have become agents of positive culture change in their communities and regional economies, they’ve co-created social enterprises and cooperatives, started community projects and became trainers for sustainability themselves – to name only a few paths you can take afterwards. The course will equip you with skills and knowledge you will be able to put into action in any field or sector you are involved with.

Participants become change agents and sustainability designers, taking active roles in transitioning their existing communities, institutions and neighbourhoods, to more sustainable patterns of production and consumption, as well as leading more joyful, more meaningful and healthier lives.

Design for Sustainability & Regeneration is a Gaia Education online learning course, which provides participants with whole-systems design and systemic thinking skills, analytical abilities, and practical tools to support the redesign of human presence on Earth, one local community and bioregion at a time. Offered in English, Spanish, and Portuguese, the program reaches a global audience. Its a 12-months online sustainability course to master Whole-Systems Design Skills to learn to create Sustainable and Resilient Communities for a Better Tomorrow

The programme is divided into four interconnected dimensions: Social Design, Ecological Design, Economic Design, and Worldview. Each dimension spans eight weeks and can be taken individually or as part of the entire course. The course culminates with the Design Studio, providing an opportunity to work with a design team and focus on real-life design projects proposed by the participants.

How does your local community educational SDG project look like? 

Again, let’s take our future into our own hands, and start your SDG journey and locally based community project now!

And to close if you would like to learn much more about SDG 4  and all other SDGs and the Agenda 2030 and many more topics approaches and methods to practically work with the SDG in your local context we encourage you  to start or re-invigorate your personal SDG journey through the upcoming online SDGs Multipliers course, starting on 17th February 2025. 

For more and the video affine the SDG 4 Quality Education - UN Sustainable Development Goals - DEEP DIVE