{"id":19900,"date":"2016-09-08T17:59:24","date_gmt":"2016-09-08T17:59:24","guid":{"rendered":"https:\/\/www.un.org\/sustainabledevelopment\/?p=19900"},"modified":"2018-04-22T11:57:48","modified_gmt":"2018-04-22T15:57:48","slug":"un-backed-report-finds-urgent-need-for-greater-headway-to-achieve-world-education-goals","status":"publish","type":"post","link":"https:\/\/www.un.org\/sustainabledevelopment\/blog\/2016\/09\/un-backed-report-finds-urgent-need-for-greater-headway-to-achieve-world-education-goals\/","title":{"rendered":"UN-backed report finds urgent need for greater headway to achieve world education goals"},"content":{"rendered":"

6 September 2016 \u2013 There is an urgent need for greater headway in education without which, on current trends, the world will be half a century late for achieving the education-related goals<\/a> contained in the 2030 Agenda for Sustainable Development, according to a new United Nations-backed independent report.<\/p>\n

\u201cA fundamental change is needed in the way we think about education\u2019s role in global development,\u201d the Director-General of the UN Educational, Scientific and Cultural Organization\u00a0(UNESCO<\/a>), Irina Bokova, said<\/a> in a news release on the launch and findings of the Global Education Monitoring (GEM) Report, entitled \u2018Education for People and Planet<\/a>,\u2019 which UNESCO commissioned.<\/p>\n

\u201cNow, more than ever, education has a responsibility to be in gear with 21st century challenges and aspirations, and foster the right types of values and skills that will lead to sustainable and inclusive growth, and peaceful living together,\u201d Ms. Bokova added.<\/p>\n

On 1 January 2016, the\u00a017 Sustainable Development Goals (<\/a>SDGs<\/a>)\u00a0of the\u00a02030 Agenda for Sustainable Development<\/a>\u00a0\u2014 adopted by world leaders in September last year \u2013 officially came into force.\u00a0Over the next fifteen years, with the aim of achieving the SDGs, countries will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate change, while ensuring that no one is left behind. In particular, Goal 4 of the SDGs is centred on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.<\/p>\n

According to the GEM Report, which tracks worldwide progress towards UN global education targets, currently, the world will not achieve universal primary education before 2042, universal lower secondary education before 2059 and universal upper secondary education before 2084.<\/p>\n

In relation to the environment, the GEM Report finds that education systems need to step up in this area. While in the majority of countries, education is the best indicator of climate change awareness, half of countries\u2019 curricula worldwide do not explicitly mention climate change nor environmental sustainability in their content.<\/p>\n

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For example, the report notes, in countries belonging to the Organisation for Economic Co-operation and Development, almost 40 per cent of 15-year-old students only have basic knowledge about environmental issues, according to the report. Also, despite being one of the regions most affected by the effects of environmental change, sub-Saharan Africa has far fewer mentions of sustainable development in its curricula in comparison with Latin America, Europe and North America.<\/p>\n

\u201cIf we want a greener planet, and sustainable futures for all, we must ask more from our education systems than just a transfer of knowledge,\u201d the Director of the GEM Report, Aaron Benavot, said in the news release. \u201cWe need our schools, universities and lifelong learning programmes to focus on economic, environmental and social perspectives that help nurture empowered, critical, mindful and competent citizens.\u201d<\/p>\n

Via UN News Centre:\u00a0https:\/\/www.un.org\/apps\/news\/story.asp?NewsID=54860#.V9GmbPkrLcs<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

6 September 2016 \u2013 There is an urgent need for […]<\/p>\n","protected":false},"author":205,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-19900","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/www.un.org\/sustainabledevelopment\/wp-json\/wp\/v2\/posts\/19900","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.un.org\/sustainabledevelopment\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.un.org\/sustainabledevelopment\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.un.org\/sustainabledevelopment\/wp-json\/wp\/v2\/users\/205"}],"replies":[{"embeddable":true,"href":"https:\/\/www.un.org\/sustainabledevelopment\/wp-json\/wp\/v2\/comments?post=19900"}],"version-history":[{"count":0,"href":"https:\/\/www.un.org\/sustainabledevelopment\/wp-json\/wp\/v2\/posts\/19900\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.un.org\/sustainabledevelopment\/wp-json\/wp\/v2\/media?parent=19900"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.un.org\/sustainabledevelopment\/wp-json\/wp\/v2\/categories?post=19900"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.un.org\/sustainabledevelopment\/wp-json\/wp\/v2\/tags?post=19900"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}