Sustainable Development Goal 4

Contents

1. Overview
2. Etymology
3. Cultural Impact

Sustainable Development Goal 4: The Elusive Pursuit of Quality Education for All

One might imagine the United Nations , in its infinite wisdom, formulating a grand declaration for Sustainable Development Goal 4 (SDG 4) with the rather ambitious mission statement : “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” A noble sentiment, certainly, if not a touch… idealistic. This isn’t some commercial venture peddling aspirations; it’s a Non-Profit endeavor, established in 2015, with a global scope. You can find its digital footprint at sdgs.un.org, if you’re inclined to peruse such things.

Sustainable Development Goal 4 (SDG 4) stands as a foundational commitment, ostensibly designed to guarantee that every individual, regardless of circumstance, receives an inclusive and equitable, genuinely high-quality education, while simultaneously fostering opportunities for continuous learning throughout their lives. The core ambition here is to equip children and young people not merely with access to schooling, but with quality education and a spectrum of other learning avenues, thereby actively contributing to the crucial reduction of systemic inequalities that plague societies worldwide. The framework of SDG 4 outlines several key targets, notably including the imperative to ensure that all girls and boys—a distinction often overlooked in practice—successfully complete free, equitable, and genuinely quality primary and secondary education. Beyond foundational schooling, the goal also seeks to significantly increase the proportion of youth and adults who possess the pertinent skills, both technical and soft, necessary for meaningful employment in an evolving global economy. And, perhaps most fundamentally, it aims to systematically dismantle and eliminate deeply entrenched gender disparities in education , a challenge that, frankly, humanity seems to struggle with on a geological timescale.

Despite the widely trumpeted “progress” in broadening access to educational facilities, the reality remains stubbornly grim. Significant, deeply rooted challenges persist, casting a long shadow over these aspirations. Consider the stark fact that as recently as 2017, a staggering 262 million children and youth, spanning the crucial developmental ages of 6 to 17, were still entirely out of school. And for those who are within the system, the picture isn’t much brighter: more than half of children and adolescents globally are demonstrably failing to meet minimum proficiency standards in fundamental areas like reading and mathematics. Then, as if the existing hurdles weren’t sufficiently daunting, the COVID-19 pandemic swept through the world, delivering a truly devastating, arguably predictable, blow to education. Its aftermath has left hundreds of millions of children and young people catastrophically behind in their learning journeys, exacerbating pre-existing inequalities with a brutal efficiency. To even entertain the possibility of achieving SDG 4, it’s not merely a matter of good intentions; it demands a substantial, sustained increase in investment in education, particularly directed towards developing countries , coupled with robust, genuinely collaborative international cooperation and strategic partnerships. Anything less is, frankly, just noise.

SDG 4, in its meticulous design, comprises 10 distinct targets, the progress of which is, theoretically, measured by 11 indicators. Seven of these are categorized as “outcome targets,” delineating the desired end states: the provision of free primary and secondary education for all; ensuring genuinely equal access to quality pre-primary education ; making technical, vocational , and higher education genuinely affordable and accessible; a substantial increase in the global populace possessing relevant skills for what one might optimistically call “financial success”; the complete eradication of all forms of discrimination in education —a truly Herculean task; achieving universal literacy and numeracy ; and the integration of education for sustainable development and global citizenship into curricula worldwide. The remaining three targets are designated as “means of implementation” targets 1 : these focus on the practical infrastructure and human resources required. Specifically, they call for the construction and upgrading of educational facilities to be inclusive and safe; the expansion of higher education scholarships explicitly for students from developing countries ; and a critical increase in the supply of qualified teachers in those same developing regions.

The overarching aim of SDG 4 is to equip children and young people not just with basic schooling, but with truly quality, easily accessible education alongside a broader spectrum of learning opportunities. A central pillar of this ambition is the audacious goal of achieving universal literacy and numeracy – skills that are, rather obviously, major components in the acquisition of knowledge and valuable capabilities within any learning environment. This, in turn, underscores the urgent, perennial need to not only construct more educational facilities but also to significantly upgrade existing ones, transforming them into safe, inclusive, and genuinely effective learning environments for every single learner 2 . It’s a simple concept, really, yet one that seems perpetually out of reach.

While there has been a certain amount of measurable progress in expanding access to education, particularly at the primary school level—a feat achieved, commendably, for both boys and girls—the global picture remains complex. In terms of sheer numbers, global participation in tertiary education did reach an impressive 225 million individuals in 2018, which equates to a gross enrollment ratio of 38% 3 :236. A statistic that, on its own, masks a multitude of underlying disparities.

Background

A new temporary classroom in Ecuador, post-earthquake. A stark reminder that learning often happens in spite of, rather than because of, ideal conditions.

The rather optimistic rallying cry of “Education for All” has echoed through international development circles with varying degrees of sincerity since 1990. It was, perhaps inevitably, deemed “critical” at the very inception of the Sustainable Development Goals (SDGs) and subsequently branded as SDG 4 4 . Education , in the grand narrative, is consistently championed as an undeniable force for sustainable development , a cornerstone of nation-building, and even, optimistically, a pathway to peace. The logic is, admittedly, sound: children and young people who acquire fundamental skills such as reading, writing, or counting are, almost without exception, statistically more likely to forge a more promising future for themselves than their peers who, through no fault of their own, are denied these basic tools. It’s not rocket science, just basic human dignity.

The pivotal role of education in ensuring sustainable development is, crucially, not confined to what we conveniently label as “developing regions”; it is a universal imperative, affecting the entire world 4 . The primary, if somewhat lofty, aim of Sustainable Development Goal 4 (SDG 4) is to deliver an inclusive and demonstrably high-quality education. The stated purpose? To elevate the learner’s standard of living and, by extension, secure a more prosperous future for their community 5 . A nice thought, assuming the education actually is high-quality and inclusive, which is often where the plan hits the jagged rocks of reality.

Indeed, there has been quantifiable progress in broadening access to education, particularly at the primary school level, for both boys and girls 6 . For instance, many Sub-Saharan African countries witnessed a notable increase in primary education completion rates, climbing from 49 percent in 2000 to a more respectable 60 percent in 2006 7 . A positive trend, certainly, but one must always look beyond the headline numbers.

However, the inconvenient truth is that increased access doesn’t automatically translate into a tangible improvement in the quality of education, nor does it guarantee the successful completion of primary school. During the implementation phase of the preceding Millennium Development Goals (MDGs), it became painfully apparent that a mere increment in school enrollment figures often failed to translate into genuinely improved educational outcomes 8 . It seems simply getting children into a classroom isn’t enough; what happens within those classrooms is, surprisingly, rather important.

Furthermore, a pervasive global challenge, namely limited access to the internet, has demonstrably and adversely impacted students’ ability to engage with and benefit from crucial learning opportunities 9 . In an increasingly digital world, this digital divide is not just an inconvenience; it’s a profound barrier to equitable education.

Targets, indicators, and progress

Since 2015, the Global Campaign for Education (GCE) has contributed to the precise delineation of SDG 4’s objectives, aiming to cut through the inevitable bureaucratic fog. School children in Togo, a visual representation of the millions for whom SDG 4 is a daily, tangible reality.

SDG 4, in its meticulously structured framework, is comprised of 7 core targets, buttressed by 3 critical means of actual application, and, for those who appreciate granular data, 12 distinct indicators 10 . A significant majority of these targets—specifically, eight of them—are slated for achievement by the year 2030, a date that looms ever closer, like an overdue invoice. One particular target was, rather optimistically, set for achievement by 2020, a year that, as we all recall, presented its own unique set of challenges. The remaining targets, perhaps wisely, have been left without specific target years, presumably to avoid the awkwardness of inevitable missed deadlines. Crucially, each of these targets is accompanied by one or more indicators, designed, in theory, to measure the incremental progress towards its fulfillment. These targets encompass the provision of free primary and secondary education (4.1), ensuring genuinely equal access to quality pre-primary education (4.2), guaranteeing equal access to affordable technical, vocational , and higher education (4.3), and a measurable increase in the number of individuals possessing relevant skills for what is optimistically termed “financial success” (4.4). Further, they aim to eliminate all forms of discrimination in education (4.5), achieve universal literacy and numeracy (4.6), and integrate education for sustainable development and global citizenship (4.7) into learning systems. The “means of implementation” targets include the construction and upgrading of inclusive and safe schools (4.a), the expansion of higher education scholarships for developing countries (4.b), and a substantial increase in the supply of qualified teachers in those same developing nations (4.c) 2 . A comprehensive list, if nothing else.

Target 4.1: Free primary and secondary education

World map illustrating Indicator 4.1.1 in 2015 – the percentage of pupils in early primary education grades (2 or 3) achieving at least a minimum proficiency level in reading. One might note the rather large swaths of grey, indicating a lack of data, which is, in itself, a form of progress report 2 .

The stated, rather unequivocal, mission of this particular target is: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to a relevant and effective learning outcome” 11 . One can almost hear the applause.

In crafting this ambitious mission statement , a range of critical issues were, apparently, duly considered. The statement itself meticulously stipulates several key conditions: that students should be publicly-funded, ensuring accessibility; that education must be delivered through inclusive methodologies, embracing learners regardless of their inherent differences, available resources, or personal means; that educational resources, both tangible and intangible, are to be equitably distributed; and, crucially, that education must be demonstrably instrumental in fostering a profound and meaningful learning outcome, entirely irrespective of a student’s race, gender, or ethnicity 10 . A truly utopian vision, if one were prone to such things.

This target, in its granular detail, relies on two specific indicators for measuring progress:

Indicator 4.1.1: This measures the “Proportion of children and young people (a) in grade 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) Mathematics, by sex” 2 . A rather precise way to gauge whether anyone is actually learning anything.
Indicator 4.1.2: This tracks the “Completion rate (primary education, lower secondary education, upper secondary education)” 12 . Because finishing is, at least, a start.

Despite the relentless, often self-congratulatory, narrative of steady growth in enrollment figures over the years, the rates of non-proficiency remain, to put it mildly, disturbingly high. In 2015, for instance, a staggering 88 percent of children (which translates to a rather bleak 202 million individuals) of primary and lower secondary school age in sub-Saharan Africa were not proficient in reading. The situation was equally dire in mathematics, with 84 percent (193 million) failing to meet proficiency standards 13 :30. These are not mere statistics; they are indictments of a system that is, in too many places, failing its most vulnerable.

The COVID-19 pandemic , with its widespread school closures across the globe, served as a particularly brutal accelerant, making these already profound inequalities significantly, and perhaps irrevocably, worse 14 :38. Because nothing quite highlights systemic failure like a global catastrophe.

A classroom at the International Bangladesh Hope School. A hopeful image, perhaps, but one that belies the global struggle.

The profound importance of SDG 4 within this specific target lies in its strategic imperative to holistically nurture both the learner’s character and their academic prowess. The ultimate, lofty goal is to forge a path towards a better world 15 . A world, one presumes, where reading and basic arithmetic are not considered optional extras.

Target 4.2: Equal access to quality pre-primary education

World map for Indicator 4.2.2 in 2015 – total number of students in the theoretical age group for pre-primary education enrolled in that level, expressed as a percentage of the total population in that age group. Another map, another reminder of the uneven distribution of opportunity 2 .

The complete and somewhat verbose aim of this target is: “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” 11 . Because readiness, apparently, is a prerequisite for success.

This target, like its predecessor, relies on two distinct indicators for evaluation 2 :

Indicator 4.2.1: This measures the “Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex.” A comprehensive, if somewhat intrusive, look at early childhood development.
Indicator 4.2.2: This tracks the “Participation rate in organized learning (one year before the official primary entry age), by sex.” Essentially, how many children are actually getting a head start.

On a global scale, the participation rate in early childhood education did see an increase, rising from 63 percent in 2010 to 69 percent in 2017. However, such aggregated figures often obscure more than they reveal. Beneath the surface, considerable disparities persist, particularly among the least developed countries, where participation rates can swing wildly from a dismal 7 percent to nearly 100 percent. Unsurprisingly, Sub-Saharan Africa continues to confront the most profound challenges in the provision of even basic school resources 13 :30. It seems some challenges are simply more stubborn than others.

As much as the emphasis is, quite rightly, placed on the glaring imbalances between nations, one must not—and indeed, cannot—overlook the absolutely crucial aspect of gender equality , even within the seemingly innocent realm of early childhood education. Inequality, it seems, starts early.

It’s worth noting that in 2020, a proposal was floated to delete Indicator 4.2.1, specifically the portion that measures progress for children aged 0-23 months, which was then classified as ‘Tier III’. The justification? To streamline, one assumes, or perhaps to simply avoid tracking something that proved too difficult to measure 16 .

Target 4.3: Equal access to affordable technical, vocational, and higher education

The full, rather encompassing, title of this target is: “By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education , including university” 11 . Because apparently, everyone deserves the chance to accrue student debt.

This target is assessed by a single, focused indicator: Indicator 4.3.1, which measures the “Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex” 2 . A straightforward metric, at least in theory.

SDG 4 - Indicator 4.3.1: Gross enrollment ratio in tertiary education. A graph that probably has more peaks and troughs than a particularly dramatic soap opera.

In terms of the progress actually made, global participation in tertiary education did reach 224 million individuals in 2018, which corresponds to a gross enrollment ratio of 38% 12 . North Africa and West Asia, notably, stand out as regions that have experienced some of the most rapid expansions in tertiary education participation since 2013 12 . One might wonder what specific policies or economic shifts fueled such rapid growth.

Studies have, rather predictably, indicated that strategic investment in education tends to create a positive mainstream, encouraging children to pursue schooling 17 . Furthermore, evidence suggests that computer-assisted learning can yield more positive effects compared to merely introducing new teaching materials 17 . It seems simply adding technology isn’t enough; it’s how you use it that matters. Who knew?

Target 4.4: Increase the number of people with relevant skills for financial success

The full, rather blunt, title of this target is: “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 ” 11 . Because, ultimately, someone has to pay the bills.

This target is measured by a single indicator: Indicator 4.4.1, which focuses on the “Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill” 2 . A rather telling choice, highlighting the undeniable march of the digital age. World map for Indicator 4.5.1 – Ratio of female school life expectancy to male school life expectancy. Another map, another stark visual of ingrained inequality 2 .

Target 4.5: Eliminate all discrimination in education

The full, rather ambitious, title of this target is: “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” 11 . A noble goal, if one were to believe in the immediate efficacy of declarations.

This target relies on a single, comprehensive indicator: Indicator 4.5.1, which tracks “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” 2 . A truly Herculean data collection effort, one presumes, if it’s ever fully realized.

In 2016, a sobering statistic emerged: two-thirds of the world’s 750 million illiterate adults were women. The lowest adult literacy rates, perhaps predictably, are concentrated in sub-Saharan Africa and Southern Asia . Southern Asia alone, a region grappling with its own complex socio-economic challenges, accounts for nearly half (49 percent) of the global illiterate population 13 . For these regions and countries, the ambitious agenda of reaching this goal by 2030 presents an extraordinary, perhaps insurmountable, challenge. This is largely due to the persistent and often increasing income and gender inequality, which tends to become even more pronounced at higher educational levels 18 . It’s almost as if inequality is a systemic feature, not a bug.

While there has been a commendable increase in the enrollment of disabled students in higher educational institutions , the unfortunate reality is that many of these institutions are simply not yet equipped or prepared to adequately support these students, who confront a daily barrage of barriers 19 . Good intentions, it seems, rarely translate directly into accessible infrastructure.

Target 4.6: Universal literacy and numeracy

The full, rather straightforward, title of this target is: “By 2030, ensure that all youth and a substantial proportion of adults, both men, and women, achieve literacy and numeracy ” 11 . One would hope this wouldn’t need to be a goal, but here we are.

This target is measured by a single indicator: Indicator 4.6.1, which quantifies the “Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex” 2 . Because knowing how many people can read and count is, surprisingly, rather useful.

To accurately identify current literacy data and, by extension, track progress towards the goals established by the SDGs, population censuses and household surveys—specifically those focusing on simple sentences used in daily life—are absolutely critical. Despite a generally steady, if slow, rise in global literacy rates over the past five decades, the world still grapples with a staggering 773 million illiterate adults, the vast majority of whom are, depressingly, women 20 . This isn’t just a statistic; it’s a profound systemic failure.

To truly facilitate the expansion of comprehensively designed basic learning programs, a multi-faceted approach is required. This includes providing a diverse array of learning methods and establishing clear standards for gradual progression based on individual ability 21 . However, to effectively expand these learning programs, a more precise and granular collection of information is absolutely essential 21 . To address this critical data gap, the Global Alliance to Monitor Learning (GAML) is actively engaged in developing the necessary tools for both methodology and standardization. A rather tedious, but undeniably crucial, undertaking. Percentage of females aged 15 and above who can, with understanding, read and write a short, simple statement on their everyday life. A foundational skill, yet still a luxury for too many 2 .

Target 4.7: Education for sustainable development and global citizenship

The full, rather expansive, title of this target is: “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” 11 . A mouthful, certainly, and a rather tall order for any curriculum.

This target is measured by a single, comprehensive indicator: Indicator 4.7.1, which assesses the “Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies ; (b) curricula; (c) Teacher education; and (d) student assessment” 2 . A rather ambitious scope for a single indicator, one might observe.

Currently, and rather tellingly, there is no readily available data for this indicator 2 . Which, in itself, speaks volumes about the progress being made in this particular area.

The Sustainable Development Solutions Network (SDSN) has, in its wisdom, proposed a set of SDG Global Monitoring Indicators specifically tailored for SDG 4.7. The aim is to calculate the percentage of girls and boys achieving proficiency in literacy and mathematics by the culmination of their lower secondary schooling cycle, based on credibly established national benchmarks. This indicator, if properly implemented, could theoretically be utilized for cross-country comparisons and to track improvements over time 22 . One can always hope.

Education, it is widely acknowledged, plays a profoundly important role in enhancing the human capital of the labor force and is, rather predictably, “considered as an important determinant of sustainable economic growth” 23 . It’s almost as if investing in people makes them more productive. Shocking.

While various organizations across the globe are ostensibly dedicating efforts to achieve this rather sprawling goal, some critics, perhaps cynically, suggest that the UN Decade might appear, shall we say, a tad too ideal 24 . Furthermore, some scholars have pointed out that while higher educational institutions are indeed striving towards sustainable development , they are, by and large, still in their nascent stages of implementation 25 . Acknowledging the journey, one might say, rather than the destination.

Target 4.a: Build and upgrade inclusive and safe schools

The full, rather practical, title of this target is: “Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all” 11 . Because a leaking roof and a lack of proper sanitation tend to detract from the “quality” of education.

Students utilizing modern technologies during a field trip. A glimpse of what “effective learning environments” could, and should, entail.

This target is measured by a single, comprehensive indicator: Indicator 4.a.1, which tracks the “Proportion of schools with access to (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic hand-washing facilities (as per the WASH indicator definitions)” 2 . A rather thorough checklist for what constitutes a minimally functional learning environment. Gross disbursements of total Official Development Assistance (ODA) for scholarships. A measure of global generosity, or perhaps, strategic investment 2 .

Target 4.b: Expand higher education scholarships for developing countries

The full, rather specific, title of this target is: “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 enrollment in higher education , including vocational training and information and communications technology, technical, engineering and scientific programs, in developed countries and other developing countries” 11 . A target that, rather pointedly, had a 2020 deadline, which, as we’ve already established, was a year of… unique challenges.

This target is measured by a single indicator: Indicator 4.b.1, which tracks the “Volume of official development assistance (ODA) flows for scholarships” 2 :8. A simple measure of financial commitment, if not always efficacy.

In 2018, the total Official Development Assistance (ODA) allocated for scholarships amounted to $1.6 billion 26 . A figure that, while substantial, must be weighed against the scale of global need.

Target 4.c: Increase the supply of qualified teachers in developing countries

The full, rather essential, title of this target is: “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” 11 . Because without competent educators, even the most beautifully constructed schools are just empty buildings.

This target is measured by a single, critical indicator: Indicator 4.c.1, which assesses the “Proportion of teachers in a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country” 2 . A measure of professional competence, which, one might argue, should be a given.

Unsurprisingly, Sub-Saharan Africa continues to lag significantly in this crucial area, recording the lowest percentages of trained teachers across all educational levels in 2017: pre-primary (48 percent), primary (64 percent), and secondary (50 percent) education 13 . It’s a stark reminder that even with the best intentions, the fundamental building blocks of quality education are often missing where they are needed most.

Custodian agencies

The primary custodian agency, responsible for overseeing and reporting on the majority of the indicators within these targets, is the UNESCO Institute for Statistics (UNESCO-UIS) 27 . Additionally, UNESCO itself serves as a custodian agency for several other indicators, indicating a rather significant institutional burden. The International Telecommunication Union (ITU) takes on the specific responsibility for Indicator 4.4.1, which focuses on ICT skills, a logical division of labor. Meanwhile, the Organisation for Economic Co-operation and Development (OECD) is the custodian agency for Indicator 4.b.1, which pertains to ODA flows for scholarships 27 . Lastly, UNESCO-ED/PSD/ESD is the designated custodian for indicator 4.7.1, covering education for sustainable development 28 . A rather intricate web of accountability, designed, one assumes, to ensure no one agency shoulders too much blame.

Challenges

Main article: Sustainable Development Goals § Challenges

The inherent challenges in achieving any of the Sustainable Development Goals are, to put it mildly, extensive and deeply entrenched. SDG 4 is, regrettably, no exception to this unfortunate rule.

Impact of COVID-19 pandemic

It is estimated, with a chilling precision, that at least one-third of the world’s children—a truly staggering figure—simply lacked the necessary technology to participate in remote learning during the unprecedented, global school closures brought about by the COVID-19 pandemic 29 . This crisis, rather than being an equalizer, served to brutally amplify existing educational inequalities, resulting in a completion rate of 79% for well-off households, in stark contrast to a dismal 34% for impoverished households 30 . The pandemic didn’t create these disparities; it merely ripped off the polite veneer.

Just like all the other Sustainable Development Goals , the ambitious target of achieving SDG 4—that elusive promise of inclusive and equitable access to education for all—is, rather predictably, likely to be missed, largely due to the profound and lingering repercussions of the COVID-19 pandemic . Current projections indicate that a disheartening 200 million children are still expected to be out of education by the year 2030 31 . The pandemic, in its cruel efficiency, starkly illuminated not only the critical significance of health literacy but also the systemic failures inherent in providing genuinely equal opportunities for education to everyone 31 . Health literacy, for the uninitiated, can be precisely described as an individual’s capacity to make informed decisions based on the advice provided by healthcare professionals 32 . There are now urgent calls to integrate health literacy into basic educational curricula, a rather belated recognition that fostering educated individuals could play a crucial role in slowing the spread of diseases, such as the very COVID-19 pandemic that exposed the deficiency in the first place 31 .

A closed Daegu Daemyeong Elementary School in South Korea during the COVID-19 outbreak. A silent testament to a generation’s lost learning.

Following the initial onset of the pandemic, school closures—which, it should be noted, encompassed universities as well—commencing in April 2020, impacted an astonishing 91 percent of enrolled learners worldwide 33 . The vast majority of the world’s children were, quite simply, deprived of formal education during the peak of the COVID-19 outbreak . This enforced hiatus creates a legacy that could very well threaten the underlying ambition of the SDGs: the promise to “leave no one behind” (LNOB) 34 . In a grim retrospective, the 2023 report estimated that approximately 80% of countries for which data was available experienced large-scale learning losses directly attributable to COVID-19 35 . One might call it a rather costly lesson in global preparedness.

In response to this unprecedented disruption, many educational institutions have valiantly attempted to maintain their programs through the widespread adoption of online education . In OECD countries , while the impact of COVID-19 was undeniably immense, there also emerged unexpected opportunities to innovate and generate entirely new types of education systems 36 . However, the inconvenient truth is that equity remains a significant and pervasive constraint on access to distance learning. A disheartening number of students in developing countries simply lack either the fundamental access to the internet or a safe, supportive learning environment conducive to effective e-learning 9 . The digital divide, it seems, is less a gap and more an abyss.

To foster crucial international collaboration and, in a rather optimistic vein, ensure that education, against all odds, “never stops,” UNESCO took action in March 2020. They launched the COVID-19 Global Education Coalition, a multi-sector partnership encompassing the UN family , various civil society organizations, media outlets, and IT partners. The stated objective? To design and deploy innovative solutions in the face of crisis 33 . A valiant effort, one might concede, in the face of what often feels like insurmountable odds.

Links with other SDGs

Achieving SDG 4, with its inherent complexities, would, if successful, ripple outwards to significantly aid the achievement of numerous other Sustainable Development Goals . It’s a rather interconnected web, as one might expect from a global initiative. Quality education can fundamentally contribute to eradicating poverty (SDG 1 ) by empowering individuals with the skills to escape its clutches. It is intrinsically linked to achieving gender equality by ensuring that girls and women have equal opportunities. Education also plays a crucial role in ensuring good health and well-being (SDG 3 ), as informed citizens make better health choices. It can reduce inequalities among countries (SDG 10 ) by fostering equitable development and shared knowledge. Quality education is a cornerstone for promoting sustained, inclusive, and sustainable economic growth, leading to decent work for all (SDG 8 ). It can foster innovation and build resilient infrastructure (SDG 9 ) by nurturing skilled workforces. Education ensures access to information and awareness, crucial for sustainable consumption and production patterns in harmony with nature (SDG 12 ). It provides the necessary education and awareness toward taking urgent action to combat climate change (SDG 13 ). And, perhaps most profoundly, it can promote peaceful and inclusive societies (SDG 16 ) by fostering understanding, tolerance, and critical thinking 37 . It seems that if you fix one thing, you might just fix everything else. Or, at least, make a dent.

Monitoring and progress

An annual report, meticulously prepared by the Secretary-General of the United Nations , is tasked with evaluating the progress—or lack thereof—towards the overarching Sustainable Development Goals 26 . A rather weighty document, one presumes.

Established in 2002, the Global Education Monitoring Report stands as an editorially independent publication, hosted and published by UNESCO 38 . Its mandate is to rigorously monitor the implementation of national and international strategies, thereby holding all relevant partners accountable for their commitments, as part of the broader SDG follow-up and review process. A commendable effort to keep everyone honest, or at least, on notice.

Tracking genuine progress, however, remains an arduous task. A rather concerning 75 percent of countries either possess no data or, at best, insufficient data to adequately track all the SDG 4 targets 8 . This glaring data deficit makes it profoundly difficult to accurately analyze and identify the children who are at the greatest risk of being, rather predictably, left behind. To combat this informational void, a 2019 study employed sophisticated computer modeling techniques to estimate educational attainment for both men and women from 2000 to 2017, meticulously mapping the results for each country. The aim, of course, was to help pinpoint the specific areas that were, perhaps unsurprisingly, lagging behind 39 . Because if you can’t measure it, you can’t fix it.

Massive open online courses (MOOCs) represent a relatively novel approach, offering free, open education via online platforms. The foundational philosophy behind MOOCs was, quite simply, to democratize access to quality Higher Education for a significantly broader audience 40 . As such, MOOCs are considered a potentially important tool in the pursuit of SDG 4 40 . Concurrently, MOOCs also contribute to Goal 5 , Gender Equality , by being inherently gender-neutral and thereby offering women and girls improved access to educational opportunities that might otherwise be denied 40 . A silver lining in the digital cloud, perhaps.

Organizations

Numerous organizations are, at least ostensibly, involved in the monumental task of ensuring quality education is achieved globally. These include, but are not limited to, the following entities:

A rather comprehensive list of names, all working towards a goal that, despite their best efforts, still feels perpetually just out of reach.

v • t • e Sustainable Development Goals Individual goals

By country