Sustainable Development Goals (SDGs): Improving Education for Children
Many children around the world, especially in the poorest countries, are not receiving a quality education. This article explores the challenges and potential solutions to improve education outcomes.
Education Disparities: A Global Issue
In both high-income and low-income countries, there is a significant gap in educational achievement. In high-income countries, about 9% of children cannot read with comprehension by the end of primary school. However, in the poorest countries, this number rises to 90%. This disparity highlights the urgent need to address the issue of poor learning outcomes.
Importance of Learning to Read
Reading is a fundamental skill that enables children to acquire knowledge and continue learning throughout their lives. Without a strong foundation in reading, children face limited opportunities and are ill-equipped to solve future challenges.
The Role of Data in Addressing the Problem
To address the issue of poor learning outcomes, it is crucial to have accurate data that goes beyond measuring school attendance. Current international statistics on education primarily focus on attendance rather than learning. To effectively improve education, data should capture both the quantity and quality of education.
Understanding the Inequality in Learning
Research on global learning outcomes reveals significant disparities between countries and within countries. Economic inequality often mirrors educational inequality, but there are exceptions. Some countries, such as Finland, have achieved educational equality by providing high-quality education to all children regardless of their family background.
Change is Possible: Examples of Progress
While many children currently receive a poor education, it is essential to recognize that significant progress has already been made. In the past, illiteracy was widespread, and basic skills were only accessible to a small elite. However, through advancements in education, literacy rates have improved globally.
Addressing the Impact of Living Standards
Poor education outcomes are often influenced by factors such as poverty, malnutrition, and inadequate healthcare. To improve education, it is crucial to address these broader development issues. Better health, reduced poverty, and improved nutrition can have a significant impact on children’s educational outcomes.
Promising Solutions for Improving Education
Research has identified cost-effective interventions to improve education outcomes. These include:
- Adopting teaching methods that align with students’ learning levels
- Providing structured lesson plans and support for teachers
- Informing parents and students about the benefits of education
Implementing these interventions can lead to significant improvements in learning outcomes, even in challenging contexts.
Seizing the Opportunity for Change
The current state of education presents a significant opportunity for improvement. Access to schools has increased, and researchers have identified effective strategies for enhancing learning outcomes. By leveraging these opportunities, it is possible to transform schooling into meaningful learning experiences for all children.
Citations
To cite this article:
Max Roser (2022) - “Millions of children learn only very little. How can the world provide a better education to the next generation?” Published online at OurWorldInData.org. Retrieved from: 'https://ourworldindata.org/better-learning' [Online Resource]BibTeX citation:
@article{owid-better-learning,
author = {Max Roser},
title = {Millions of children learn only very little. How can the world provide a better education to the next generation?},
journal = {Our World in Data},
year = {2022},
note = {https://ourworldindata.org/better-learning}
}Reuse this work freely:
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SDGs, Targets, and Indicators
SDGs Addressed:
- SDG 4: Quality Education
Targets Identified:
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
- Target 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
Indicators Identified:
- Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or below who are at least at the minimum proficiency level in (i) reading and (ii) mathematics and (b) at the end of primary education who are at least at the minimum proficiency level in (i) reading and (ii) mathematics
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or below who are at least at the minimum proficiency level in (i) reading and (ii) mathematics and (b) at the end of primary education who are at least at the minimum proficiency level in (i) reading and (ii) mathematics |
| SDG 4: Quality Education | Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex |
| SDG 4: Quality Education | Target 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 | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated |
Analysis
1. The issues highlighted in the article are connected to SDG 4: Quality Education. The article discusses the problem of poor learning outcomes in schools and the need to improve education for children.
2. The specific targets under SDG 4 that can be identified based on the article’s content are:
– Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
– Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
– Target 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.
3. The indicators mentioned or implied in the article that can be used to measure progress towards the identified targets are:
– Indicator 4.1.1: Proportion of children and young people (a) in Grade 2 or below who are at least at the minimum proficiency level in (i) reading and (ii) mathematics and (b) at the end of primary education who are at least at the minimum proficiency level in (i) reading and (ii) mathematics.
– Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex.
– Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
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Source: ourworldindata.org
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