E-Consultation on SDG 4: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", to be reviewed at the HLPF 2019 under the auspices of ECOSOC (Responses)
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Inputs Received for E-Consultation on SDG 4: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", to be reviewed at the HLPF 2019 under the auspices of ECOSOC
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This file compiles inputs from MGoS on SDG 4, which will be under in-depth review at the HLPF 2019. Outcomes may contain advice, opinions and statements of various information providers. The United Nations does not represent or endorse the accuracy or reliability of any advice, opinion, statement or other information provided through this e-consultation. Our office reserves the right to delete any content/input that is not aligned with the United Nations Charter and/or the principles and purposes of the United Nations 2030 Agenda for Sustainable Development.
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2. Name of Organization5. If you represent a major group or other stakeholder constituency, please indicate which one?6. Based on the evidence, and keeping the regional/local context in mind, what are the most effective ways to accelerate progress towards SDG 4? 7. Based on the evidence, and keeping the regional/local context in mind, where are the biggest shortfalls/gaps towards making progress towards SDG 4?8. How can one best leverage the interlinkages between SDG 4 and the rest of the 2030 Agenda?9. Can you share examples of effective models of multi-stakeholder engagement for the implementation of SDG 4?10. Please, add here any additional comment related to SDG 4.
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Gatef organizationVolunteer GroupsI will tell you at attendAt meeting
Not now I have a good ideas
No thanks
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Enlaces por la Sustentabilidad
Children & Youth, Non-Governmental Organizations, Volunteer Groups
se necesita una reforma educativa de la curricular en todos los niveles de la educación para que sea equitativa e inclusiva
en la formacion docente, en la educacion basica
con una educacion de calidad, se reduce la pobreza, el hambre y hay mejores oportunidades de empleo para las juventudes
la escuelas de tiempo plenas en El Salvador, clases en la mañana, talleres vocacionales en las tardes
Mas y mejores oportunidades de acceso a la educacion superior para las juventudes
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ONG PADJENA
Women, Children & Youth, Indigenous Peoples, Non-Governmental Organizations, Education & Academic Entities
Travail en réseau, collecte de fond participatives, les feedbacks
Led partenariat reel entre l'État et les association pour travailler a la base
L'ODD4 est le pilier par le quel nous devons enseigné tous les autres programme 2030 a la communauté
Nous avons organisé une activités sur la sensibilisation de l'ODD 4 dans le village lacustre de ganvié et vue le constat crucial des besoins de l'eau potable d'une barque de transport pour les élèves et des latrines nous avons organisé une collecte de fond avec le réseau de l'activité et nous avons puis construit une pirogue pour l'école primaire de ganvié.
Ouvrir une plateforme de financement pour Lee osc
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Khpal Kore OrganizationChildren & Youth
We should work more in the community and join hands with youth and children.
unawareness of the people is the biggest shortfall.
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REPEM, SEDRA, independent consutant
Women
Education plays a key role in building sustainable, inclusive and resilient societies and has reciprocal linkages with almost all other goals in the 2030. it is important to strike a balance between steps to support immediate growth accelerations and investments in education and other areas that only can promise payoffs over the long haul.

The involvement of all stakeholders and better strategies and coordination for the future. Accelerate progress towards SDG4 Only by working together and jointly acting as a unity and helping each other out instead of doing thing separately, it is possible to achieve SDG4

Develop implemente strategies to ensure equal access to quality education for women and girls, particularly at the secondary level, This also should iincluded financial incentives, reducing distances to schools, recruiting qualified female teachers, eliminating gender bias from textbooks, include sexua and reproductive right education, create safer school environments, providing better hygienic facilities, and organizing counselling and mentoring schemes. Girls and women should be encouraged to study science, engineering, technology etc
The lack of a holistic approach towards building skills and confidence : primary education needs to be developed within a holistic approach to education, since many factors outside of school affect the likelihood of a child enrolling and adolescent . This is also true for youn women
One of the biggest shortfall to pprogess for the SDG4 to be seen as only learning to read and write and math. .It can no longer be treated as a stand-alone set of skills developed and ‘completed’ within a short timeframe. It should be seen as one component of a complex set of core competencies which require sustained learning and updating on a continuous basis. The development of these core competences is at the heart of basic education and contributes significantly to the achievement of all the SDGs
The provision of access to education for migrants, indigenous children and ethnic minorities including education for children with disabilities
Keep the equity agenda as key driver in the achievement of SDG targets to reduce the marginalization of girls and woman, children with disabilities, isolated population, among others, and to enhance female participation in the formal labour force; 

‐  Involve communities, youth and other partners to improve all targets related policies and services; 

‐  Invest in innovation and quality data as indispensable means to deliver results; 

‐  Improve the cross‐sectoral and inter‐institutional actions, as critical for effective policy responses; and 

‐  Increase and improve financial investments, with effective equity formulas, to achieving results for 
all.
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Greenspring Development Initiative
Women, Business & Industry, Older Persons
Policy formulation and effective implementation as well as multi-sectoral and multi-stakeholder Partnership that cut across women, youth, people with disabilities and other vulnerable groups.
Inadequate political will. Ineffective policy implementation. Lackadaisical attitude of some Governments to own the Goals.
Mainstreaming the SDGs into Development Plan
Multi-sectoral engagement deployed into programs and activities organized by Civil Society Coalition on Sustainable Development (CSCSD) Nigeria (a Coalition of NGOs working on the SDGs)
Education is the bedrock of a Society. Goal 4 is interlinked and should be well funded.
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SAUDI GREEN BUILDING FORUM
Non-Governmental Organizations, Other stakeholders active in areas related to sustainable development
Most effective is reading, listening and advocate green mission than selectively AWARD champions in education as educators, students and institutions
Nothing in the indicators show one solution (action) fits all, for example education challangies in the city not likewise in the rural areas
Very simple, match the implant (+/-) of SGD 4 vs. SDGs as well by asking; What is in education policy may help other SDGs?
Best model is eye to eye engagement at high/meddle level of specifically Govermant to NGO/ Civil Society with support from Privet Sector
Biggest chalange is how to reeducate, fade out bad learning! selective not one-to-many one-to-one
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Non-Violence Foundation
Non-Governmental Organizations, Volunteer Groups
Improving TLM in schools
Quality Education
Integrating and training about sdg in school curriculam
Learning by doing, skill development and establishing clubs in school with 52 activties for each class in a year.
Govt. Level advocacy along with greater involvement at school level required.
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Gatef organization
Non-Governmental Organizations
I have a good experience and knowledge and ideas
I will be tell you at the meeting
I will tell you at the meeting
Okay not nowOkay
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UN SDG NGO Major Group: ADET
Non-Governmental Organizations
Si on parle de l'éducation de qualité, c'est qu'il y a celle qui n'est pas de qualité. Pour tous, c'est que avant, l'éducation était pour certains et d'autres sont laissés de côté. Pour preuves, jusqu'aux 21 ème siècle, les programmes d'éducation au Togo sont toujours de la période coloniale alors que le monde est en perpétuelle mutation. Cela fait que les connaissances acquises par les jeunes aujourd'hui ne cadrent plus avec les réalités. L'inadéquation emploi formation devient les vécus quotidiens. De plus, beaucoup de catégories de groupes de personnes sont toujours laisser de côté (ex: les enfants de la rues, beaucoup d'enfants handicapés, beaucoup d'enfants des peuples autochtones et du monde rural, l'éducation des migrants, des personnes âgée ne sont pas une préoccupation nationale. l'éducation informelle multisectorielle des jeunes et des adultes, de la jeune fille et des femmes est réservée aux OSCs). Les formations professionnelles génèrent des chômeurs pour insuffisance d'emploi et incompétence. Absence de politique de suivi des jeunes formés pour leur insertion professionnelle. Et non, créer un service de volontariat des jeunes sur contrat déterminé et après les laisser dans le rang des chômeurs.
L'éducation doit être repenser par les décideurs de l'éducation, enclencher des réformes en se conformant à l'évolution actuel du monde et des affaires.
L'éducation doit mettre l'accent sur les 17 Objectifs du développement durable et l'inclusion de tous.
Volonté politique puisque la direction de l'éducation formelle est dans les mains de l'État. ignorance, discrimination, égoïsme, manque de moyens et de compétences.
Depuis l'adoption des 17 ODDs, pourquoi rien ne bouge. La population ne sait rien des ODDs pour se l'approprier. Donc l'éducation des populations sur les ODDs est cruciale et interfère sur tous les autres objectifs.
Les enfants, les femmes, les personnes vulnérables souvent exclus doivent connaitre les ODDs, se former pour agir pour transformer le monde que nous voulons
ODD4 doit être connu par tous pour pouvoir impliquer tout le monde dans les processus de décisions
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Action for Improvement of Food Child and Mother(AFICM)
Non-Governmental Organizations
The Action for Improvement of Food for Child and Mother( AFICM) is based in uvira city and there we are working with partners local and internationals, the government of the Democratic Republic of the Congo .The gap is find in many sectors interventions in the round. the gag in Nutrition,Education,Food security,Protection rights of children and woman.
The biggest shortfalls gap is to access on found for promoting health children and woman in emergency cases .
I hope the leverage will be doing the integration of all community needs in the different domain interventions .
- Promoting education and Health for children and woman in the world
any comment
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Chairman of Elmoustkbal organization for Media Studies
Non-Governmental Organizations, Media
Media and awareness campaigns to raise awareness of the importance of education and its role in building society.
Poverty and the spread of ignorance and economic conditions as well as poor media attention to education
Better education means developing the state, preserving its resources and better participation in achieving the goals of sustainable development. Education is the beginning
Media campaigns that took place in Egypt several years ago on the eradication of illiteracy and adult education
Link for My CV:
https://www.dropbox.com/s/cg1294bvrireph5/Amro%20Selim%20CV.doc?dl=0
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Khpal Kore Organization
Non-Governmental Organizations
We should aware the people to demand for policy making and and arrange meetings,seminor s and workshops with govt department on local and national level.
There is a big gap between the people and government departments.
Awareness of people and communication with government.
Partnership development and support local organization to work on grass root level .
Strong coordination is must
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FH - Danish Trade Union Confederation
Workers & Trade Unions
A strong involvement of the social partners, understood as trade unions and employers' organisations is important to address shortcomings in education and training and achieving lifelong learning. Adequate funding for education and training is another necessary factor.
Lack of involvement of social partners and lack of necessary funding
In Denmark we have several examples of tri-partite agreements concluded between the government, trade unions and employers' organisations
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Universidad Contemporánea de las Américas
Education & Academic Entities
In the educational teaching-learning processes on basic, middle and higher education including public and private sectors where the SDG's must be part of this teaching-learning process.
In all sectors, there is a slow and few knowledge about SDG's.
The interlinks between SDG 4th and the others SDG's are to be included in the Developing Planning Statements for all UN countries members.
The Kolb's Methodology or Model in Basic Education.
Additionally, the Health sector could be another strong alliance to achieve SDG's.
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English Learning for Sustainability Alliance
Education & Academic Entities
Establish a pan UK Commission to oversee UK-wide strategies to implement specific SDG4 targets and support the implementation of other SDG goals and targets which require educational support:
• Identify, disseminate, and support existing effective policy and practice in SDG-related teaching and learning across the UK.
• Support all educational institutions and providers (pre-school to post-graduate provision) to further develop effective curricula and schemes of work that integrate Goal-related issues into students’ experiences, including ecological imagination, critical thinking and a greater awareness of the interdependence of all life.
• Radically revise, using proven strategic planning processes for sustainable development all technical and vocational provision to make it fit for the 21st century and the challenges set by the Goals.
• Ensure that the SDGs feature prominently and coherently within all teacher education provision, with a focus on integration within subject, appropriate pedagogy, and assessment and evaluation.
• Establish a national and regional communications strategy that will assist the promotion and review of progress on the SDGs.
• All universities to establish a clear mandate for implementing the goals across their courses and on campus and integrate into key research themes. Universities establish SDG leadership programmes for business and community groups.
• Establish a national evaluation programme to annually report on progress of all SDG goals.
There has been much good progress in achieving this goal in the UK, although it has been uneven across the country. This, in part, is due to the absence in England of any policy coherence between early years learning and the national curriculum, and the number of under achieving pupils (disproportionately male) in some parts of the UK school system. It is also reflected in the relatively low policy priority and status given to further education and vocational training by successive governments and employers, along with their failure to prioritise training for careers linked to the green economy. The proportion of young people without credible work remains stubbornly high at 14%. Nevertheless, there has been a progressive increase in the percentage of pupils achieving early learning goals. For example, the UK does comparatively well in international tests, and UK universities perform well in world rankings. Substantially different educational policy priorities in Wales and Scotland have played a significant role in supporting the implementation of education for sustainable development.
• Establish cross departmental policy and planning group within Government.
• Establish cross departmental policy coherence group within Government linked to key stakeholder implementation groups.
• Integrate annual reporting and review processes with the above.
None to date, but evidence would indicate that the National Union of Students in the UK is developing a range of collaborative activities across further education colleges and universities and schools.
The marketisation of education & shortfalls in resourcing is putting pressure on quality
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MESA COLOMBIANA DE INCIDENCIA POR LAS ENFERMEDADES CRONICAS
Women, Non-Governmental Organizations, Workers & Trade Unions, Farmer, Volunteer Groups, Education & Academic Entities, CONSUMERS
Guaranteeing the right to free, quality, inclusive education. Dismissing the privatization of the same, and not trying to standardize a single model. It must be based on learning and not on teaching
In the privatization and ignorance of the right to education and in the tendency to standardize a mechanistic model of the system and the approach
Starting from understanding and putting into practice that all human rights are interrelated and interdependent. If one of them is not met, the other SDGs can not be reached
A municipal government adopted a policy of public education, in which ethnic communities participated, as well as other educational sectors, including initiatives to ensure a healthy diet for children. The experience did not last because it was not a state policy, but rather a very punctual government
Education models must be promote respect for nature, instead promote individualism and accumulation
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Nepal Development Initiative (NEDI)
Non-Governmental Organizations
Informing, empowering and involving to students and young people
The city elite people are engaging but the people of grass root marginalized people are still not taking ownership also there are huge gab in between policy and implementing activities
All agendas are important but without education there is not possible to other goals
The best way to incorporate on national plan and polices as well CSOs engagement is most important. The localization to SDG 4 by informing to local bodies, schools and collages
Localization though involvement of community and IEC local local language
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Member of the Committee on the Rights of Persons with Disabilities 2019-2022
Persons with Disabilities
Implement the gender approach, non-discrimination towards persons with disabilities as a mandatory public policy from preschool and forward
The lack of knowledge on the part of educational authorities of the Convention on the rights of persons with disabilities, which leads to not applying mandatory public policies of physical accessibility and communication at all educational levels
That the different most vulnerable groups, such as people with disabilities, women, and indigenous people, be considered the focus of the highest priority
Building Bridges Program Contact Elisa Saad capys@prodigy.net.mx
An inclusive public policy must be obligatory, with a gender and non-discrimination approach
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International Council for Adult Education (ICAE)
Non-Governmental Organizations, Education & Academic Entities, Other stakeholders active in areas related to sustainable development
The lifelong learning framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.
The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning. The adult learning and education provision, which addresses 80% of the population, is weak, under resourced and funded.
The understanding of literacy as a right for everybody (not just some people) is essential if we are to agree that 'no one is left behind' - SDG 4 must be for people of all ages and stages of life.
SDG4 centres lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work etc., is a key link amongst all the SDGs. Adult learning and education makes up 80% of all learning within a lifelong learning framework and must be emphasised and supported through funding by global organisations and donors.
The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.
Eliminating gender disparities (4.5) from pre-school to later life learning is key.
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Centre for Democracy, Research and Development
Indigenous Peoples, Non-Governmental Organizations, Volunteer Groups, Persons with Disabilities, Education & Academic Entities, Other stakeholders active in areas related to sustainable development
Acceleration of progress towards SGD 4 will be achieved if we involve people from marginalized and minority groups who lack access to discussions at local and national level. There is need for broader participation by all stakeholders, especially those on the fringe. There is need to provide opportunities for consultation and feedback from women, youth and those with physical and mental challenges in order to have holistic outcomes. We need to allow for people from grassroots and marginalized groups to be reached, and their oral and written submission made. There is need to allow for translation of major proposals in local languages and spread expectations of SDG 4 to local areas in order to promote wider participation. We need not meet in capitals of our countries but also at local levels. We need to improve on lobbying and interest group articulation for marginalized groups such as nomadic pastoralists, women, youth and children in decision-making and allow for broadest participation. We need to broaden lifelong learning opportunities for all so that we create national qualification frameworks that recognize prior learning and open up other learning opportuntiies.
Gaps are visible in what has been done in education and other social areas in which majority remain illiterate and not able to access learning opportunities. The problem is that many of our countries such as Kenya still favour formal learning and marginalize non formal and informal learning. There are thousands of people who have received alternative learning and whose skills are useful to improving human life. Skills and knowledge in indigenous medicine and ethno medicine are important and need to be recognized by the mainstream. There is need to expand the opportunities for learning and support all avenues of training. There is need to alternative qualification framework and know how formal qualifications compared with informal and non formal ones.
There is need to provide opportunities for stakeholder consultation at local and national level before regional and global level. We need to have mid term reviews as part of monitoring and evaluation in order to see how progress SDG 4 especially in lifelong learning connects with work in the 2030 agenda. Focus should be addressed to the poor of the poor and those on the margins of policy making and implementation. Many of them have great ideas which are rarely explored and exploited for the benefit of all. In order for us to leverage the interlinkages there is need to involve stakeholders from all hierarchies of leadership.
There are many examples of effective multi stakeholder engagement in the implementation of SDG 4. In creation of national qualification frameworks, there have been many cases where we have many sectors such as Ministry of Education, Ministry of Industry, Technical Training, Health, Social Services, Agriculture and many others coming together to develop frameworks that will recognize alternative learning and qualifications. We need to broaden the stakeholder participation in setting up frameworks which can remove the current scenario in which there is focus only on formal learning. We can improve current efforts by bringing on board sectors and levels of society that have been ignored in the past in order to make the process holistic and whole encompassing.
SDG 4 will benefit from expansion of stakeholders in lifelong learning processes.
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university of the Western Cape // Popular Education Programme
Women, Non-Governmental Organizations, Other stakeholders active in areas related to sustainable development
make invisible labour visible and count - eg informal traders, women's work, care work, and promote education for sustainable livelihoods and wellbeing. include the informal economy in all considerations. Improve focus on health/wellbeing and work inclusively with local knowledge
The narrow definition of adult education as ABE and the focus on vocational skills - excluding large numbers of unemployed women and youth, in particular. There is little recognition of and value placed on adult (non-formal) education in relation to formal education and the resources allocated are pitiful.
related to the points above:
- value and highlight NFE / adult and community education
- re-interpret and advocate for what constitutes a holistic approach to education for wellbeing
- value local knowledges (outside the mainstream western knowledge) and insist on research methodologies that are respectful of and deliberately / consciously include local knowledges
- extend education to include environmental factors / pressures, particularly with regards to climate chnage
- university - community partnerships (eg UCT 'global citizenship' programme)
- the popular education programme approach to working with / through grassroots organisations and ensure all education is oriented towards praxis / action
- working with community college educators towards adopting / practicing a popular education approach
you may want to look at www.populareducation.co.za
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UNSAS
Workers & Trade Unions
In Senegal the public education sector is very strategic. To reach the SDG 4 it is necessary to increase investment in this area especially in rural areas. Continue to fight for the access of all to a minimum of education at affordable costs but also fight for the access and maintenance of girls in school as well as the development of learning specific trades
The lack of resources in the education sector (eliminating temporary shelters) develop the scientific channels and the learning of trades and new information and communication technologies.
SDG 4 is a necessary foundation for the development of youth, which is the future of the country. It has a strong link with employment and economic development issues.
The fight for girls' access to and retention at school, which has helped to increase the number of young girls who are intellectuals; campaign led by all actors (politicians, civil society, trade unions, NGOs and others
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ICAE Latin América Vicepresident
Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.

Eliminating gender disparities in education and training across all stages of life, from pre-school to later life learning, including persons with disabilities, indigenous people, children, and others in vulnerable situations.
• The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.

• If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life.

• Literacy is a right for everybody (i.e. all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.

• Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal.
SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors.
• The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.
• The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)
• The Curriculum GlobALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society, in different countries
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Panyapiwat Institute of Management
Education & Academic Entities
Work based Education strategy
ThailandWork based education
https://www.hkier.cuhk.edu.hk › hkera_s...
The Bakery Loop for Tomorrow, 
The Work-based Education Strategy for Education Equality
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FIACAT
Non-Governmental Organizations
To better promote human rights in education and life long training it is important to use international thematic days to raise awareness on specific topics and include opinion makers in the process (media, religious leaders and traditional chiefs for example)
One of the biggest current shorfalls regarding the implementation of SDG 4 is the broadcasting of fake news and populism.
Education is at the basis of everything implementation of SDG 4 is the necessary first step to the implementation of the other SDGs.
FIACAT and its grass roots members organise every year activities for the world day against the death penalty and the international day in support of torture victims. Furthermore, FIACAT's members in the field, often work with schools to promote human rights in that context. Finally, in its project on the abolition of the death penalty in sub-saharan Africa, FIACAT and its members carry out awareness raising seminars gathering opinion makers to better reach the general population.
30
Luigi Giussani Institute of higher Education
Non-Governmental Organizations, Refugees
Lower cost of education, improve educational infrastructure, address school feeding challenges.
Huge numbers in the classroom, Forced displacement & Crisis, Teacher Training quality.
Map out and plan strategies to address barriers to access & quality, Rethink education policies, advocate policy incentives at organisational levels that promote inclusion and access, education responsive budgets.
Promote communities of Practice
Peace and Stability in the region as a necessary condition for access to education.
31
Moz Inc
Personal and my company interest
People empowerment via skill development in managing any type of work or relationship using the Plan-Do-Check-Act (PDCA) Cycle or the Continuous Improvement cycle
Building the confidence our people in their ability to contribute and make a difference. We are failing to get persons to self-actualize.
Designating the Plan-Do-Check-Act (PDCA)/Continuous Improvement Cycle as the OPERATING PRINCIPLE of the agenda and promoted repetitively in EACH of the SDGs.
Appreciative Inquiry for Individual Development; Plan-Do-Check-Act Cycle; Quality Management; The Five Languages of Appreciation; Understanding personality types/styles; Change Management; Leadership & Teambuilding models; etc.
"Education is the most powerful weapon which you can use to change the world." ...Nelson Mandela
32
University of Botswana
Education & Academic Entities
the nation needs to develop more inclusive lifelong learning policy followed by other structures that would ensure inclusiveness. Local structures need to have LLL as a guiding principle in their efforts to deliver educational opportunities.
Lack of policy, implementation and monitoring structure for lifelong learning thereby making it very difficult to assess success or lack thereof. where efforts are made to develop implementation plans they are not enforced. the status core subsists and no deliberate effort is made to improve delivery guided by the SDG4
there will be a need to develop a cross cutting or multi disciplinary agencies at local, national and regional levels to implement and assess the effectiveness of the efforts. As it is inter-linkages are any assumed and not planned for.
In Botswana Government is working with various sectors to come up with plans that are intended to respond to the SDG4 Goals but the challenge remains that of implementation and monitoring. the good multi- stakeholders plans are as good as not there for as long as there is no visible effort to operationalize them.
33
Adult Education Foundation
Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues, can only be solved cross generationally within a lifelong learning framework.
The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.
SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors.
The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.
The Curriculum GlobALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society in different countries
34
National Centre for Persons wiyh Disabilities
Women, Non-Governmental Organizations, Persons with Disabilities, Other stakeholders active in areas related to sustainable development
Include TVET at all educational levels. Update curriculum. Keep up with job demands.
TVET is not seriously seen as a necessity. Not meeting what industry is demanding.
35
ONG WIÑOY LEPAY KIMÜN
Women, Children & Youth, Indigenous Peoples, Non-Governmental Organizations, desarrollo indígena educacional, salud, cultura y economía.
aumentar becas de capacitación para los indígenas.
falta de comunicación. la información no llega al común del pueblo.
creo que la agenda hay que informarla a las comunidades, hay que realizar cursos de capacitación a los dirigentes de comunidades para informar de que se trata, en que consiste y como aplicarla.
seminarios, diplomados, cursos, otros
aumentar cupos para estudiar expertos en pueblos indígenas derechos humanos y coop. int.
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Consulente indipendente
professionista indipendente
La priorità è la formazione per il lavoro e durante tutta l'attività lavorativa
L'attuale formazione è generalmente scarsa ed inadeguata all'attività lavorativa
Una formazione adeguata è di base per il conseguimento del resto dell'Agenda 2030, mentre gli altri SDG da soli possono influire poco sulla qualità formativa
Non vedo attualmente particolari modelli efficaci, se non, parzialmente, quelli tedeschi di formazione professionale
L'istruzione della scuola, anche se migliorabile nella qualità, non può preparare al lavoro.
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Sustainable Development School
Education & Academic Entities
Improving an holistic approch of learning, building real communities of adults which take care for the future of their pupils
in the social and economic inequalities
Learning the democratic culture
School, University, Foundation, Council
Building communities, sence of democracy and common goods is the key
38
Färnebo folkhögskola
Education & Academic Entities
To have a holistic approach to the educational system that includes all ages and gives educational opportunities to everyone. Public financing is crucial, so is legislation that assures the right to education for all. Of equal importance are strong educational institutions and trained teachers. For sustainable development not only formal education counts but also nonformal education carried out by civil society. This should be recognized and supported.
Privatization of education is a threat to equal opportunities.
The very low recognition and funding of adult education and the understanding of education as merely having to do with children is a big obstacle for progress towards reaching SDG 4. The education of parents is crucial for the educational sucess for their children. It is very cost effective to give educational opportunities especially to mothers.
The ethical dimension of education, specifically expressed in SDG 4.7, must have a stronger role in the whole educational system, and will not be possible to achieve without adult education and the involvement of civil society

The right to education is a right in itself but also a condition for the fulfillment of all the SDGs. A socially, economically and ecologically sustainable world is not possible without well educated and socially responsible citizens. Public investment in education where adult education is not left out is crucial for the achievement of Agenda 2030.
International cooperation and development agencies should support financing and institutional development of adult education. This is not happening now but would be a very effective way to work with the SDGs.
Folk high Schools in the Nordic countries that gives second chance opportunites for students that have dropped out of high school and that explicitly works with SDG 4.7
Swedish international cooperation with Tanzanian Folk Development Colleges promoting skills for women and girls
SDG 4 and especially SDG 4.7 is at the core of the Agenda 2030. We must not fail.
39
Sukaar Welfare organization
Women, Children & Youth, Farmer, Education & Academic Entities
Involvement of stakeholders we can accelerate the SDG 44
Lack interest of Govt Capacity building YesNo
40
Institut de coopération pour l'éducation des adultes (ICÉA), member of ICAE
Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.

Eliminating gender disparities in education and training across all stages of life, from pre-school to later life learning, including persons with disabilities, indigenous people, children, and others in vulnerable situations.

Establish at the national level a monitoring committee that meets periodically to assess the progress of SDG-4 implementation and is mandated to make recommendations to advance this implementation.

Eliminating gender disparities in education and training across all stages of life (SDG 4.4 y 4.5), from pre-school to later life learning, including persons with disabilities, indigenous people, children, migrants, refugees and others in vulnerable situations.
The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.

If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life. 

Literacy is a right for everybody (i.e. all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.

Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal. 

Absence of a national plan of action identifying the means that will be taken to implement SDG-4.
SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors.

Intensify follow-up action for the adoption of an action plan by the Governments.
The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - see UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.

The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)

The Curriculum GlobALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society in different countries

The National Statistical Agency (Statistics Canada) releases a dashboard compiling data associated with the SDG4 targets: The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - see UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.

The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)

The Curriculum GlobALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society in different countries

The National Statistical Agency (Statistics Canada) releases a dashboard compiling data associated with the SDG4 targets:

https://www144.statcan.gc.ca/sdg-odd/goal-objectif04-eng.htm.
41
International Presentatiin Association
Women, Children & Youth, Indigenous Peoples, Persons with Disabilities
Mobilising resources for learners in schooks for them to be able to carry out the expected tasks for example laboratory equipment,computerss and text books.
In Zimbabwe the new education curriculum was a challenge especially in remote areas where there are no science laboratories and learners were given experiment tasks for examinations and these were carried out under trees. Before any change is done there is need to mobilise resources. There is a big gap between urban and rural schools interms of availability of resources.
There is need for global patrneship with those who are involved in implementing the SDGs
There is need to engage the relevant offices and individual who are directly or indirectly involved as well as those who are affected by such changes
42
Catedra Latapi - OEI
Education & Academic Entities
Eliminating gender and socioeconomic class disparities in education and training across all stages of life (SDG 4.4 y 4.5), from pre-school to later life learning, including persons with disabilities, indigenous people, migrants and refugees, children, and others in vulnerable situations.
Different quality education opportunities for children, young and adults belonging to different socioeconomic class.
*SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs.
*Literacy education together with technical vocational education will help promote all the SDGs.
* The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.
* The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)
* The Curriculum globALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society, in different countries
43
Universidad Pedagógica Nacional
Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.

Eliminating gender disparities in education and training across all stages of life (SDG 4.4 y 4.5), from pre-school to later life learning, including persons with disabilities, indigenous people, migrants and refugees, children, and others in vulnerable situations.

· The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.



· If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life.



· Literacy is a right for everybody (i.e. all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.



· Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal.

· SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors.
· The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.

· The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)

· The Curriculum globALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society, in different countries
Adult learning and education is a matter of democracy, popular power, and justice.
44
AEST
Science & Technological Community
The most effective ways is to implement the right to education at all levels including at tertiary and higher education considering the global digital world which demands a lot of soft skills.
Accessibility of resources and knowledge amongst disadvantaged and segregated groups.
Doing campaigns and raising awareness of the changes in the education sector through technological advancements ways and also encouraging and engaging all groups.
The Unesco intiative of 2017/2019 agenda for raisng awareness in education through media
SDG 4 to be effective must involve engagement of all continents
45
ActionAid
Education & Academic Entities
The number one priority is to mobilise more financing, particularly from sustainable and predictable sources. The use of aid and loans is largely of value to the extent that they leverage increased domestic financing. We need to increase 4Ss in respect of national education budgets:
* the SHARE of budgets going to education (to at least 20%);
* the SIZE of government budgets (expanding tax revenue progressively to at least 20% tax to GDP, reducing debt servicing by 50% and ending austerity);
* the SENSITIVITY of budget allocations within education (driven by equity);
* the SCRUTINY of budgets and spending in practice (to make sure money arrives in the most disadvantaged areas.

This same framework applies to aid; we need a higher share for education (around 4% for basic education at present is shocking), a large size of aid budgets overall (0.7% GNP), a more sensitive allocation (driven by need not geopolitical interests) and more scrutiny (trusting national citizens and building downwards accountability).
Lack of serious action on financing is the biggest problem - and when there is action it is too much on aid and not on domestic financing.

There is too much focus on proliferating fragmented aid efforts. We should get behind the Global Partnership for Education (GPE) as a harmonised mechanism in line with aid effectiveness principles and avoid the creation of parallel mechanisms like Education Cannot Wait (ECW), the International Financing Facility for Education (IFFED) and Education Outcomes Fund (EOF).

Then we should strengthen GPE's system for requiring increased domestic financing - as this will always be the key.

Globally there is also a need to act on tax justice and look at raising new taxes to finance all the SDGs
The interlinkages have been well documented by the education community (esp by the GEM Report) but not sure whether those working on the other SDGs have full recognised the link to education.

The key inter-linkage is on financing and there is need for all those concerned with the education 2030 agenda to revitalise the Financing for Development process, responding to the call for a new, representative , resourced and empowered UN tax body to set and enforce fair tax rules. The focus of private sector engagement should be on committing to country by country reporting and paying fair tax n the countries where they make a profit. This will enable governments to finance the public services needed to achieve the SDGs - but at present the wealthiest individuals and companies are not paying their fair share.

The growing convergence between the civil society movements across sectors is a great example - for example the links between the Global Campaign for Education and the Global Alliance for Tax Justice and joint work that is planned to pressurise the Global Business Coalition for Education to ensure all its members commit to country by country reporting and paying fair taxes.
It is not only about money but massive increases in financing are an essential first step!
46
Universidad Nacional del Nordeste
Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.

Eliminating gender disparities in education and training across all stages of life (SDG 4.4 y 4.5), from pre-school to later life learning, including persons with disabilities, indigenous people, migrants and refugees, children, and others in vulnerable situations.

· The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.

· If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life.

· Literacy is a right for everybody (i.e. all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.

· Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal.
SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors.
· The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.

· The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)

· The Curriculum globALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society, in different countries
47
Gatef organization
Non-Governmental Organizations, Volunteer Groups
at attendnot now i have good ideas at the attend not now
48
Cátedra Latapí, OEI
Education & Academic Entities
Promover el desarrollo de capacidades en todas las etapas de la vida en el marco del aprendizaje permanente e inclusivo, evitando todo tipo de discriminación racial, religiosa, sexual e ideológica. Tener presente la perspectiva de género y promover políticas activas a nivel nacional y regional para asegurar el derecho a la educación desde la primera infancia hasta el nivel superior
Debe promoverse una comprensión holística y abarcativa de todas las etapas de la vida para avanzar hacia el ODS 4. La alfabetización es la llave para ejercer todos los demás derechos y por lo tanto debe ser accesible y adaptada para todos y todas. La educación de personas adultas debe ser especificamente mencionada en la meta 4.7 ya que el vivir juntos en el marco de un desarrollo sostenible solo es posible como un proceso intergeneracional
El aprendizaje a lo largo de toda la vida entendido integralmente es un elemento clave de articulación de todos los ODS. La educación de personas adultas es un porcentaje muy alto de este aprendizaje permanente y debe ser promovida y apoyada financieramente por organizaciones y fundaciones a nivel global.
El movimiento de Ciudades Educadoras; la Alianza Global para la Alfabetización que promueve UNESCO(UIL); el Curriculum globALE que promueve la DVV International y muchas otras
49
International Presentation Association
Women, Non-Governmental Organizations
Make Education a public good and the responsibility of the State.Engage local cmmuities especially children's parliaments, women's groups and youth groups to identify school drop outs and do community audit of public educaton institutions especially in rural areas.Provide life long education opportunities in collaboration with community based organisations and accademic Institutions for those outside accademic reach.Progressive taxation could make finances avaiable for equitable quality education for all.
Discriminatory systems that privilages those with money over others who can't pay for quality education that leaves a lot of people behind.Privatisation and commercialisation of education that overlooks life centered holistic education to meet the needs mainly of job markets.

SDG 4 is closely connected with SDG 1 as poverty keeps children out of school,force them to child labour and expose them to vulnerabilites of being trafficked and make them feel socially excluded .Education can accelarate empowerment and inclusions as well as a way out of poverty .It is also closely linked with SDG 2 ,3,5 and 6. Without proper nourishment physical, mental and psychological development of children are hampered. Nutrition and health will be determinents in education. Particpation of girls and their empwerment in and through education is dependent on access to gender sensitve sanitation facilties and safe environment in the schools .
In Zambia a project on IPA engagement in the 2030 agenda to create the future we want with community particpation resulted in identifying access to safe drinking water as an issue that affected the school and the neighbourhood commuity.Collaborative effort by the local government,the local community, the school administration,students, youth and the faith based NGO resulted in a community well and a hand pump that provides drinking water for the school and 100 house holds.This has resulted in girls being free to attend school instead of staying home to bring water from distant places and children having access to safe drinking water.
Effective implementation of SDG 4 is key to effective community participation.
50
Harbottle International School, Lagos, Nigeria
Education & Academic Entities
Favourable educational government policies; parents and guardians sensitization about the benefits of enrolling their children in school; provision of school buildings and free materials such as textbooks, notebooks, pencils, pens and other writing materials; little or no enrolment fees.
Inconsistencies and poor implementation of plans and policies toward improving the quality of education on the part of the government.
Quality education is the bedrock on which every other UN SDG is laid, hence adequate and proper attention (funding, monitoring and evaluation) to improve education would fast-track the achievement of other goals.
Quite a good number of private individuals have sacrificed their professions in order to pursue the achievement of UN SDG4 by building schools and offer quality education at low cost at my locality. Hence, improve literacy rate of my community.
A society without quality education can never tread the path of development. Education is the key...
51
ReNOPAL
Non-Governmental Organizations, Education & Academic Entities
vulgarisation et sensibilisation
absence de communication
52
Universidad Nacional de San Martín
Education & Academic Entities
The integration of economic, social, cultural and education public policies towards human development.
Inequality.
Looking for social justice in all dimensions.
Not exactly, but el Estado Plurinacional de Bolivia is trying
The United Nations should do their best efforts to improve justice and welfare in our societies.
53
The Norwegian Association for Adult Learning (NAAL)
Non-Governmental Organizations, Education & Academic Entities
- The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues, can only be solved within a lifelong learning framework.
- Eliminating gender disparities in education and training across all stages of life, from pre-school to later life learning, including persons with disabilities, indigenous people, children, and others in vulnerable situations.
• The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.
• If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life.
• Literacy is a right for everybody (i.e., all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.
• Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal
Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors.
• The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.
• The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)
• The Curriculum GlobALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society in different countries
54
Universidad de Morón
Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.
Eliminating gender disparities in education and training across all stages of life (SDG 4.4 y 4.5), from pre-school to later life learning, including persons with disabilities, indigenous people, migrants and refugees, children, and others in vulnerable situations.
• The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.

• If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life.

• Literacy is a right for everybody (i.e. all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.

• Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal.


• SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors.

The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.
• The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)
• The Curriculum globALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society, in different countries
55
Universidad Nacional de Luján
Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.

Eliminating gender disparities in education and training across all stages of life (SDG 4.4 y 4.5), from pre-school to later life learning, including persons with disabilities, indigenous people, migrants and refugees, children, and others in vulnerable situations.
- The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.
- If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life.
- Literacy is a right for everybody (i.e. all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.
- Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal.

SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors.
The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.

· The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)

· The Curriculum globALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society, in different countries
----
56
University of Western Cape (Retired)
Older Persons, Education & Academic Entities
Establish and expand credible post-school education and training institutions, organisations and networks, for unemployed youth and adults, most importantly but not only, in large metropolitan communities
In South Africa: policy makers have prioritised funding of formal education and training provision in schools and universities, often it seems at the expense of technical, vocation and adult education and training provision FOR THOSE WHO NEED IT MOST i.e. unemployed youth (57% of the 18-34 cohort) and adults. Our unemployment rates are shocking and a result South Africa remains one of the most unequal societies in the world with over 11m people living below the poverty datum line. And notwithstanding the funding and implementation of the relatively successful Kha Ri Gude Adult Literacy Campaign (R4bn over the period from 2008-2016) there has been no effective and sustainable follow up i.e. via the establishment and consolidation of strong community-based education and training institutions (TVET Colleges and Community Colleges) with competent staff and credible articulation with local and regional economies (formal and informal) and labour markets.
South African policy makers are also floundering in the face of challenges associated with the digital age and the growing digital divide. The need for dedicated networks, organisations and resources for providing information (on educational pathways and programmes, and labour market opportunities), mentoring and support to marginalised and excluded youth and adults is absolutely crucial if we are to make progress towards SDG4
SDG 4 is key to the realisation of all the other SDGs because knowledge and skills are fundamental to the capability of 'all' human beings to understand and change the world we live in - or to put it differently - without the knowledge AND VALUES of 'what must be done' and 'how to do it' none of the other SDGs could be understood let alone achieved.
SDG 4 is in this sense central to the 2030 Agenda BUT it is also the site of much contestation between competing epistemologies and sociologies of knowledge, curriculum and pedagogy associated with globalisation and the digital knowledge economy.
The values of people, planet, prosperity, peace and partnership which are central to the 2030 Agenda (See Preamble) BUT they cannot be taken for granted given the competing values of consumption, commodification, exploitation, and accumulation (profit) that continue to underpin the unequal distribution of wealth and educational provision around the world. Hence the crucial role that SDG4 has to play in building the human and institutional capabilities to promote contest and drive the realisation of all goals and targets associated with Agenda 2030.
There is ofcourse a reciprocity and synergy between the goals and targets envisaged in the 2030 Agenda, and it strikes me that this is particularly evident when one considers Goals 5, 8, 11 and 16 - all of which have a significant bearing on the realisation of SDG 4.
I think the struggle to set up a National Qualifications Framework in South Africa (and in many other countries) represents a significant effort to secure multi-stakeholder involvements for the implementation of SDG4. This really has been a struggle given the temptation to go for top-down, expert-led, strategies in a very resource constrained and historically unequal society. That said, it is a credit to the key stakeholders and role players in government, business and civil society that the construction of NQF architecture and systems in South Africa remains an 'effective work-in-progress' inclusive of some really innovative policies, partnerships and practices associated with the recognition of prior learning and articulation of knowledge and learning within and across different pathways, contexts and institutions.
57
Adult and Community Education Aotearoa
Education & Academic Entities

• The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues, can only be solved cross generationally within a lifelong learning framework.
• Eliminating gender disparities in education and training across all stages of life, from pre-school to later life learning, including persons with disabilities, indigenous people, children, and others in vulnerable situations.
A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning. Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death
SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs
Learning Cities is a great example of multi stakeholder engagement.
The importance of Adult Learning and Education for income generation and skills development is vital
58
Ageing NepalOlder Persons
One of the 17 Sustainable Development Goals (SDG) adopted by world leaders for the 2030 Agenda, SDG 4 demands “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on the evidence, and keeping the regional/local context, the most effective ways to accelerate progress towards SDG4 are:
• From the side of Government emphasis the programme related to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
• There is need to orient ourselves to look beyond basic literacy skills and move towards lifelong learning for the people above 60.
• There is also need to develop the curriculum, training and training institution related lifelong learning.

The biggest shortfalls/ gaps towards making progress towards SDG 4 taken place of people’s thoughts and perception. When people talk about the quality education and lifelong training people only perceive that quality education and lifelong training is only need for the children. People never thought that education and training also important for older people. First to get SDG4 thinking needs to be change. The need of quality education and lifelong training is similar for children as well as older person.
Yes, we can share example of effective of multi-stakeholder engagement for the implementation of SDG4. We have a basic literacy programme (Non-formal education) for older person at four different parts of Kathmandu. Each class has 30 elderly including male and female. We developed a separate syllabus for older person, based on their cognitive and visual capacity. This is one of the non –formal education programme for elderly in Nepal. This programme is very effective for elderly. It helps to promote quality education and lifelong learning opportunity for all ages.
No thanks.
59
Union of Education NorwayUnion for teachers
To use the position we and other organisationes enjoy as social partners whereby we have a defined role in negotiations, discussions and decision-making fora.
We also believe that it is essential to involve and consult organisations representing the teaching profession
In Norway it is a big shortfall that a national plan on how to reach the SDG is not elaborated. The work done to acheive the SDGs are in many instances "outside" the ordinary cooperation and organized work life.
As a union for teachers we see the other goals in light of education. We belive it is important for an organisation to identify or see the goal of particular interest in light of the other goals
Cooperation through sosial dialoge is discussed, but not implemented.
60
Pamoja West Africa
Non-Governmental Organizations, Civil Society
Make the informations available for all the stakeholders
We don't know the plan that is in place at the regional and national levels for the achievements of SDG4
Education is the key for the achievement of the rest of the 2030 Agenda. Governments and partners have to invest in education for a better World
No
After 4 years of the implementation of SDG4 We don't know the implementation schedule in Africa
61
NASUWT - The Teachers' Union
Workers & Trade Unions
National governments and jurisdictions need to undertake a critical review of national policies to establish gaps and to establish issues that are undermining or preventing progress towards SDG4. The UN needs to make this expectation explicit and should challenge governments that simply use international reporting mechanisms to showcase their work or to just set out work that is being done. It will be important, therefore, to ask countries and stakeholders to set out the gaps and the challenges..

It is vital that the SDGs, including SDG4, are placed on strategic policy and decision-making agendas. It would be helpful for the UN to examine what is happening globally and to draw out examples of effective practice, along with details of the challenges and how they might be overcome.

There is a need to ensure that SDG4 is not considered in isolation. In terms of international development work, there is a need to stress the critical role of education in contributing to achieving the other SDGs.
There is a need to ensure that all countries implement SDG4 in the national context as well as through ODA for international development.
The Westminster Government is not addressing the SDGs adequately. Its approach has been to require departments to integrate work on the SDGs into single department plans. However, the Department for Education’s (DfE’s) plan makes very few references to the SDGs and the Government’s SDG page links to an out-of-date version of the DfE plan. This suggests a lack of commitment to meeting the SDGs at strategic level within the DfE and across Government.
Further, the Westminster Government has not undertaken an analysis of national policies to establish the gaps and assess the extent to which existing policies contribute to meeting the SDGs or produced an overarching strategic SDG plan. This is a significant weakness that will prevent the Westminster Government from taking meaningful steps towards meeting the SDGs.

In 2017 only 8.9% of bilateral UK ODA spend was on education. DFID’s Development Tracker reveals that just 5.61% of current ODA is allocated to education projects, suggesting that the proportion of funding being allocated to education is decreasing.
Only 1 of the 4 key development objectives (tackle extreme poverty & help the world’s most vulnerable) in DFID’s single department plan makes reference to SDG4. This suggests that DFID does not recognise the key role that education can play in achieving all of its development objectives.
The points above highlight the importance of making explicit links between SDG4 and other SDGs. An overarching SDG plan provides a stepping stone for establishing the interlinkages between SDG4 and other SDGs. However, simply creating an overarching SDG plan is not enough. There is a need for those responsible for the SDG plan to understand where interlinkages could and should be made. It may be appropriate for Governments to establish expert and stakeholder groups to consider and review these links. It would also be useful for the UN to promote examples of programmes and actions to improve links – this should include examples of specific cross cutting programmes but also examples of the actions taken to embed cross cutting approaches to the SDGs.
In England and Wales up until the 2010 General Election, the NASUWT and other education trade unions worked in social partnership with the Westminster and Welsh governments to secure and agree improvements to teachers’ pay and working conditions. Social partnership recognised that raising standards and tackling workload were part of the same agenda. Partners covered a range of matters including those relating to pay, workload, career progression and professional development. Social partnership provided a means for government and unions to hold frank and honest conversations about the challenges and a shared responsibility for securing solutions. Effective social partnership is dependent on political will, but can be extremely effective in securing change
.
62
Tebtebba (Indigenous Peoples' International Centre for Policy Research and Education)
Indigenous Peoples
1. Facilitate the documentation of indigenous peoples of their languages, then support them develop these into education materials both for their own use and for mainstreaming in the educational system in areas where indigenous peoples are dominant.
2. Integrate indigenous knowledge systems and practices in the mainstream curricula in geographic areas where indigenous peoples are dominant in order for them not to lose these knowledge but also to address some of the challenges the world is facing now, like climate change.
3. Support the establishment of community-based indigenous learning institutions, especially from early childhood education to senior high school, together with the indigenous communities.
4. Legislate special measures to support indigenous children and youth, with meaningful participation from the indigenous communities themselves, to be able to gain equitable opportunities for higher education.
5. For States to sincerely address the issue of discrimination against indigenous peoples both in the public domain, in general, and particularly in the education system where educators or allied personnel themselves discriminate against indigenous children, or allow the bullying of indigenous children and youth by their schoolmates. When these children and youth are outside of the school premises, they are further subject to public ridicule for being indigenous. Thus, the State must be taken to task for not combating discrimination in all its forms everywhere.
For indigenous peoples, it is the accessibility of educational facilities - geography, resources, networks, language, culture, power to leverage demands for appropriate education, sensitivity of service providers, curriculum, discrimination, among others.
For indigenous peoples, education, both in their own context and in the formal sphere, is the best leverage in achieving better development outcomes for indigenous communities as a collective, but also for indigenous males and females as individuals, for this enhances their knowledge of their rights, increases their valuation of their being indigenous, indigenous women can learn to assert gender equality and girls can have better opportunities for self-development, among others. Increased knowledge from all sources can lead to better appreciation of indigenous knowledge on health, food security/nutrition/sustainable agriculture, water and sanitation management, life on land and live under water, clean energy development, promotion of indigenous livelihoods as decent work and these can lead to addressing hunger and poverty in indigenous communities, equality and, safe/resilient and sustainable communities.
In the Philippines, several indigenous communities have set up their own community schools, called Lumad schools, with curricula adapted to their needs and priorities but still compliant with the requirements of the Department of Education. However, these schools are under threat as being schools promoting subversion despite them being recognised by the government. Others have set up Schools of Living Traditions (SLTs) which complement the regular school curricula and these schools are recognised and supported by the National Commission on the Culture and Arts. These SLTs are community-based, owned and managed. There are also schools set-up by religious organisations whose curricula are adapted to indigenous peoples conditions and aim to be culturally sensitive and promote indigenous knowledge systems and practices, human rights, identity and culture. There is one tertiary-level educational program, the Pamulaan, hosted by a State higher educational institution, that gets scholars from indigenous communities in the country and supports them to take courses that they can practice in their communities.
The State should enhance and expand the mobile school approach to reach remote communities.
63
OMEP, World Organization for Early Childhood Education
Non-Governmental Organizations
(1)focusing on 4.2, pre-primary education understood in it broadest sense to include health, learning, and psychosocial wellbeing with gender equity, (2) disseminating compelling scientific evidence from many fields, including economics, about the short- and long-term benefits of early childhood education for individual children, their families and their communities, (3) providing child-sensitive interventions for children with special needs, including migrant, refugee, and asylum-seeking children under school-entry age.
Perhaps due to governments' desire to sustain progress in primary education, the biggest challenges to progress in pre-primary education continue to be inadequate political will and insufficient funding.
Scientific evidence shows that the long- and short-term effects of high quality early education inure to individuals and their societies in the long term in ways that promote nearly all of the other SDGs.
Early childhood education is by its nature multidisciplinary, involving health and mental health, social services, economics, nutrition, WASH, etc. Research shows that comprehensive approaches to early education represent high quality and effectiveness.
Multi-sectoral leadership from the UN and UNICEF are always helpful
64
Retired recently from University of Bahrain / Will be starting a private institute provide education education for sustainability
Education & Academic Entities
By considering age and culture of different communities the curriculum should be linked to the culture and religion because parents will be also reading those documents
media does not support the educational curriculum. I asked on national Tv show to support the young generation by having a Tv show at least one a week
following indicators. of different goal separately could be a good start
I have an excellent model I would like to share with you I named it Towards Localization of SDGs by designing and Creating games
I need to know more about successful education through successful education. I
65
cso
Non-Governmental Organizations, Farmer, Other stakeholders active in areas related to sustainable development
it will just take a dollar to capture carbon monoxide emissions on cars. connect with auto makers and industries
shortcomings from developed countries towards third world countries. technologies from third world countries are not encourage.
the industrial countries must lend an ear to third world countries
as far I am concerned there was no clear visibility.
. It will just take 2 dollars to produce refrigeration (literally) for agriculture development.
66
Universidad Nacional de General Sarmiento
Persons with Disabilities, Education & Academic Entities
El marco de aprendizaje a lo largo de toda la vida (LLL, por sus siglas en inglés), que incluye a todas las personas desde el nacimiento hasta la muerte, debe entenderse de esa manera y establecerse mecanismos a nivel nacional y regional, acordes. El desarrollo sostenible, al igual que con todos los principales problemas socioeconómicos y ecológicos, solo se puede resolver de manera intergeneracional dentro de un marco de aprendizaje permanente.
Eliminar las desigualdades de género en la educación y promover el desarrollo de capacidades en todas las etapas de la vida (Metas 4.4 y 4.5), desde el aprendizaje preescolar hasta la vida posterior, incluidas las personas con discapacidades, los indígenas, los migrantes y refugiados, los niños y otras personas en situaciones vulnerables.
• La interpretación muy restringida de ODS 4, que se inclina a centrarse solo en una pequeña parte del sistema de educación y capacitación, que pone en primer plano las necesidades de los niños, es totalmente inadecuada. Una comprensión holística e integrada de LLL es esencial, que incluye a los muy jóvenes hasta aquellos que se involucran en procesos de aprendizaje en etapas posteriores de la vida.
• Si de hecho estamos de acuerdo en que 'nadie debe quedarse atrás', el ODS 4 debe ser para personas de todas las edades y durante todas las etapas de la vida.
• La alfabetización es un derecho de todos (es decir, de todas las niñas, niños, hombres y mujeres). La alfabetización es la llave para el ejercicio de los demás derechos, por lo que el objetivo no puede reducirse a "una proporción sustancial de adultos".
• Aprender a vivir juntos sosteniblemente (Meta 4.7) solo puede ocurrir inter- generacionalmente, con niños y personas adultas, desde el nacimiento hasta la muerte. La educación y el aprendizaje de personas adultas (ALE) es un componente esencial para que eso se logre, por lo que debe ser considerada y específicamente nombrada en esta meta.
• El ODS 4 centra el aprendizaje a lo largo de toda la vida (LLL) como elemento fundamental para todo desarrollo social, económico y ecológico; sin embargo, una comprensión integral de LLL que habla de vivienda, desarrollo rural, equidad de género, salud, trabajo decente, ciudadanía local y global, etc.; es un elemento clave de vinculación entre todos los ODS. La educación y el aprendizaje de personas adultas constituye el 80% de todo el aprendizaje dentro de un marco de aprendizaje a lo largo de toda la vida y, ésta debe ser enfatizada y apoyada a través de la financiación por parte de organizaciones globales y donantes.
• El concepto de "ciudades / comunidades / aldeas / barrios de aprendizaje" es una forma concreta en la que se puede manifestar el ODS 4: los ejemplos de esto se encuentran en materiales del Instituto de la UNESCO para el Aprendizaje a lo largo de toda la vida (UIL) y la Red de Ciudades de Aprendizaje.
• La Alianza Global para la Alfabetización que promueve el Instituto de la UNESCO para el Aprendizaje a lo Largo de Toda la Vida (UIL)
• El Curriculum globALE para educadores y educadoras de personas jóvenes y adultas que promueve la DVV International en colaboración con universidades, gobiernos y sociedad civil, en diferentes países.
• Agrega otros ejemplos que conoces
67
Global Institute for Circualr Economy and SDGs
Women, Children & Youth, Non-Governmental Organizations, Science & Technological Community
Provide the basic infrastructure to the children (thats missing in may parts in Government schools in India, specially in Northern India); Introduce books with basic knowledge of innovation; Brainstorm with kids in rural schools; Develop case study book with rural school kids
Basic infrastructure is lacking. In many schools there are no Table & chairs, No audio video for teaching; no advance teaching equipments and lack of motivation to grow their life for a meaningful purpose.
SDG-17 for partnerships and support to provide the basic amenities that can help students and teachers to provide education that worth change lives for betterment of the society.
Few Government schools in Telangana are having all facilities to provide quality education to rural students, at reasonable eduction fee/ no fee.
Education model need to be developed to support local ecosystem. Though same model is not applicable everywhere in India but yes, basic infra and requirements that are important to provide quality education can be learned and applied to improve the quality if education in Government schools, rural kids.
To note -- Quality education lead to strong foundation of knowledge, and further, to the development of responsible citizens.
SDG-4 A Global Goal - regional and local models are required to implement ‘Quality Education'
68
ECOS
Children & Youth, Non-Governmental Organizations, Education & Academic Entities
Work at the school district level if possible, or if at the nation/state level, find the early adopter teachers and relevant NGOs who can help with teacher professional development.
Rigid curriculum, poorly prepared teachers, inadequate funding for professional development and materials.
Focusing on SDGs that relate to climate action, sustainable energy and healthy communities.
Examine and empower schools and related systems (districts, etc.) around a scale of ~100,000 people
69
Coalition for Educational Development
Non-Governmental Organizations
CED Sri Lanka observed that the knowledge on SDG/SDG4 is minimal among the general public. Need to raise awareness among the people on the benefits and advantages they they/as a community would receive by realizing 2030 agenda.
In adequate understanding/awareness among the relevant authorities/officials about the roles and responsibilities towards SDG4. In addition lack of coordination among the implementing partners also make a negative impact
By realizing 2030 agenda we expect social transformation. To make this happen we need to raise the knowledge and awareness change the attitude and behaviour and finally strengthen the connection among different stakeholders I order to do that we have to promote education. Therefor the Ministry of Education should be given more responsibilities and authority in designing and planning for 2030 Agenda
CED Sri Lanka engaged with other civil society actors to develop a peoples review report on the progress of SDG/SDG 4 in Sri Lanka. This report was presented to HLPF 2018
Special attention should be paid to promote importance of LLL
70
Ministerio de Educacion
Children & Youth, Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.
Eliminating gender disparities in education and training across all stages of life (SDG 4.4 y 4.5), from pre-school to later life learning, including persons with disabilities, indigenous people, migrants and refugees, children, and others in vulnerable situations.
• The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.

• If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life.

• Literacy is a right for everybody (i.e. all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.

• Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal.

• SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors
The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.
• The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)
• The Curriculum globALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society, in different countries
•  Add other examples you know… Puedes añadir otros ejemplos que conozcas.
71
Manchester Museum
Education & Academic Entities, museums
get more buy-in and visibility of SDGs from governments- get SDG4 written into national policies
visibility, risk of fragmentation of the goals
education is crucial, and ESD in SDG 4.7 is fundamental to achievement of the goals, remembering the education and learning are lifelong
work on climate change with UNFCCC and museums
it is wonderful, I wish it all success and am happy to support it
72
Baruch Professional Services Ltd
Business & Industry, Other stakeholders active in areas related to sustainable development
Some of the most effective ways include: Aligning the curriculum to meet the present day reality, improving the human capital, wide adoption of the non conventional form of learning such as online learning, close supervision of non-formal/informal education centers, well-funding feeding program, etc.
The gaps include: Poor allocation to education, poor human capital, inadequate educational policies, little or no supervision, weak internet infrastructure, expensive data usage, the disconnect between current reality and what is being taught, etc.
The rest of the 2030 Agenda are the current realities and perhaps where the world want to be, therefore it should taught as subject in the learning institutions both conventional and otherwise.
Examples include: Conceptuals model and shuttle models
SDG 4 is key to the achievement of the other 2030 Agenda.
73
HiKey
Children & Youth, Business & Industry, Science & Technological Community, Volunteer Groups, Education & Academic Entities
Using the Nigerian conext which i have been working with for 4 years now volunteering for Asabe Shehu Yar'Adua Foundation as a Senior Program Officer, I am sure that Grassroot teaching is the biggest challenge that we face in this country. A lot of students are neglected whereby the Federal Government put this task on State Government and the State puts it to the Local Government which has been practically dissolved leaving the Children in a state of quagmire. Unfortunately. most of the assistance still goes to empowering those with even having shield to themselves such as classrooms. To accelerate Education in Nigeria, we really need to address Grassroot education and the most significant way will be if the a giant body like the United Nations can open a conversation between the Federal, State and Local Government on who should handle Grassroot education and how it should be done. By paper, it is crystal clear that the local government should but in practice, the State and Federal Government handles it ineffectively.
In Nigeria, the biggest shortfall is the curriculum and the way education is being taught. In May, 2018, the Lagos State Government called for volunteers from industry expert to train University graduating students on life long and workplace skills using experience and it was tagged Lagos State ReadySetWork involving 8 Tertiary Institutions over 20,000 professionals came out to volunteer including me and we were screened but i made it to Facilitating all through. My point here is that, because people already know what the problem is with education and we also know things to do to make it better, a lot of people volunteered knowing fully well it isn't a system of following the 1800 curriculum which we practice here. The program came out a success in November when we were done and the students were placed in the best possible firms in the Country because they had learnt what was in vogue over 4 Months. The same scenario applies to the basic education, I volunteered to examine the Computer Students of Senior Secondary Students and i swear to you that 90% of the questions were on Basic Microsoft Word and Excel all through. If we really want to change the narrative, we need to do what is right across boards from the high brow schools in Ikoyi and Victoria Garden City whom are using the British and America Curriculum and are less than 2% of the total education institution in the Country and there students and graduates are doing exceptionally well because they are taught right.
Education is the foundation and bedrock of all other goals and for the pre-teens, teens and post-teens, quality education is the best thing we can offer them in order to help them make a better life long decision. Others goals is as important as Quality Education but goal 4 makes other goals easily achievable and i wish other anchors can put an inclusive eye on it to make it even better.
1.Lagos State Junior Debate League presentation.
2. HiKey Code School
3. Lagos State ReadySetWork.
4. Startup SouthWest
There is an urgent need to add action to the talks. This talks are good but taking action is better.
74
World Indigenous Teaching and Learning Centre Circle (WITLCC)
Indigenous Peoples, Non-Governmental Organizations, Persons with Disabilities, Education & Academic Entities, Metis, Mestizaje, Indigenous Mixed
Providing alternate local-specific definitions of "inclusive and equitable quality education and promote lifelong learning opportunities for all". If not the statement can masquerade as a "benefit" while exploiting and endangering the individual and people group(s) by becoming a form of financial exploitation and false expectations in the hands of authorities.
Lack of acknowledgement and support for both bridging and preserving the regional/local aims as distinct and equally important, with local aims necessarily taking precedence in event of any conflict of definition, policy or practice.
Possible adverse health and social effects should be more carefully examined, studied, and opened to the people groups for discussion and historical evidence.
WITLCC has for years attempted to open the UN community to the practice of the Giving Principle and the Gift Economy as an alternate and non-monetary system that has sustained people groups the world over during times of "acts of God" and other emergencies.
Redesign "proficiency standards" to min., median, max, that are specific, general and appropriate.
75
Professional Development and Research Center International
Children & Youth, Non-Governmental Organizations, Education & Academic Entities, Other stakeholders active in areas related to sustainable development
Effective Implementation of Diversity and Inclusion. Clear guideline and Plan of action with indicators needs to be developed at local level and same practice apply to community level in their respective country. In the name of the marginalized and disfranchised people, other getting benefited the real needy lagging behind because of lack of access to information and their participation.
Lack of fund and Localization of SDG 4 is a major gap.
Investment and its proper monitoring Mechanism
76
Salesian Missions, Inc.
Women, Children & Youth, Non-Governmental Organizations, Persons with Disabilities, Education & Academic Entities
State investment in Primary and secondary education
Lack of sufficient investment by the state in the educational sector
Building capacity of people to hold government accountable to its commitments
Interaction of children with policy makers to influence them to invest more in education, children playing active role in monitoring entitlements under right to education, encouraging greater availing of public educational institutions than the private sector initiative thereby bringing greater accountability to public sector education.
Present policies of education practiced in many countries are contributing to growing inequality.
77
Comunidad de Aprendizaje 5 de mayo A.C.
Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.

Eliminating gender disparities in education and training across all stages of life (SDG 4.4 y 4.5), from pre-school to later life learning, including persons with disabilities, indigenous people, migrants and refugees, children, and others in vulnerable situations.
· The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.
· If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life.
· Literacy is a right for everybody (i.e. all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.
· Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal.
SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors
· The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.
· The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)
· The Curriculum globALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society, in different countries
78
RED EPJA
Education & Academic Entities, EDUCACIÓN PARA JÓVENES Y ADULTOS EN REZAGO EDUCATIVO
APOYAR LA EDUCACIÓN DE JÓVENES DE 15 AÑOS Y MÁS EN REZAGO EDUCATIVO, SIN EDUCACIÓN BÁSICA, PARA LOGRAR SU INCLUSIÓN CON OPORTUNIDADES DE EMPLEO DIGNAS.
EN LA CAPACITACIÓN DE LOS DOCENTES Y LA FALTA DE PROGRAMAS PARA LA EDUCACIÓN DE JÓVENES Y ADULTOS.
APOYANDO CON PROMOCIÓN E INCLUYENDO EN LOS PROGRAMAS DE ESTUDIO EL TEMA DE SOSTENIBILIDAD
APOYO A LOS MENORES INFRACTORES Y REOS A LOS QUE SE LES DAN CLASES DE EDUCACIÓN BÁSICA Y MEDIA SUPERIOR, CON LO QUE ES MÁS PROBABLE QUE TENGAN OPORTUNIDADES DE EMPLEO AL SALIR DEL RECLUSORIO.
REQUIEREN APOYAR A LAS PERSONAS EN REZAGO EDUCATIVO, SOBRE TODO A LOS JÓVENES MENORES DE 25 AÑOS.
79
INEA
Women, Children & Youth, Volunteer Groups, personas adultas mayores
Partiendo de los intereses de las personas así como detectar las necesidades de las mismas para elaborar planes de acuerdo a ellas y relacionarlos con otros temas.
en la educación básica, pero más interés en el nivel de la alfabetización en las personas adultas mayores. Concepto en el aprendizaje a lo largo de la vida
Con una re-alimentación constante y planeaciones de a cuerdo a las necesidades y características de las personas a atender
círculo de estudios
Sería bueno tener mayor difusión para mayor numero de gente
80
Pamoja Gambia
Non-Governmental Organizations
* Intensify advocacy work on all stakeholder participation in the realization of SDG4.
* Encourage Public Private Partnership initiatives
* Intensify use of media to create awareness of people on their roles and responsibilities towards the realization of SDG 4
* More community sensitization to increase and improve stakeholder participation to increase their responsibilities in planning, implementing, monitoring, etc. SDG 4 benchmarks
* Slow pace of national governments in implementing SDG 4 programmes/activities
* Lack of political will from politicians to support the implementation of SDG 4 programmes/activities
* Limited financial and materials resources
* SDG 4 not given priority by national Governments
^ Most education initiatives are project-led and demised after the end of the project
* Encourage the principle of partnership between public sector and literacy providers
*Solicit and co-ordinate financial partners’ intervention geared towards the same objectives and within the Government‘s sector plan.
* Support to ensure an effective Public Private-Sector Partnership Approach (PPPA )with NGOs and CBOs to successfully implement functional literacy programmes structure
*The use of formal school teachers as literacy facilitators in some learning centre,Example: Basic Literacy Programme (BLP);
*Introduction of standardized Local Language/Arabic autography to facilitate reading.
* Pamoja Gambia continues to conduct sensitization campaigns on SDG 4 for Local Governments
81
Universidad Pedagógica de Durango
Science & Technological Community, Education & Academic Entities
Realizando investigación sería dentro de los grupos vulnerables que genere propuestas de inclusión y equidad
En las comunidades de la región indígena
Creando comunidades académicas que intercambien el conocimiento generado en los diferentes campos del aprendizaje en los jóvenes y adultos
En el Estado de Durango México se implementaron las Escuelas Multigrado y Multinivel de Educación Básica con la idea de no etiquetar a los alumnos según su fecha de nacimiento permitiendo que jóvenes, adultos e infantes compartan aula de clase para aprender en comunidad.
Es preciso que se de impulso a los investigadores y académicos interesados en el aprendizaje
82
National Campaign for Education Nepal
Education & Academic Entities
- Ensure the sufficient funding in the education sector along with the efficient utilization of the allocated funds.
- Ensuring the good governance within the education system along with the sound monitoring and evaluation mechanism.
- Accountability to be ensured by all the stakeholders of education.
The biggest shortfall is the financing in education and also the efficient utilization of the allocated funds.
A clear framework for the linkages between SDG 4 and 2030 Agenda is to be developed. The framework is to be circulated to all the signatories of 2030 Agenda. Besides, national, regional and global discourse and lobby programs should be designed keeping SDG 4 as a cross cutting goal.
The growing concept of learning cities in some of the countries is the effective model of multi stakeholders engagement.
The some of the targets of SDG doesn't have well defined indicators & instruments to measure it.
83
Coalition Nationale Togolaise pour l'Education Pour Tous(CNT/EPT)
Coalition Nationale d'Education du Togo
Que ce soit au plan régional, il faudrait respecter les engagements financiers aussi bien au niveau des Etats que des partenaires pour la mise en œuvre de l’ODD4.
Le 02 Février à Dakar, lors de la conférence de reconstitution des ressources du PME, les pays bénéficiaires et les donateurs ont pris des engagements chiffrés qu’ils doivent respecter pour la mise en œuvre de l’ODD4.
Au plan local, nos Etats doivent honorer leurs engagements pris à Dakar d’augmenter progressivement les budgets et de les rendre disponible d’ici à 2020. Pour le Togo, le gouvernement s’est engagé à porter le budget de l’éducation de 16% en 2017 à 17% en 2018 pour atteindre 20,3 en 2020. L’accélération des progrès en direction de l’ODD4 passe également par la mobilisation de ressources additionnelles domestiques par l’Etat, la gouvernance efficace et efficace de ces ressources dans les écoles et le suivi par la Coalition à des fins de redevabilité
Le retard dans l’intégration de l’ODD4 dans les documents de politiques éducative (PSE), la communication pour une compréhension et une adhésion forte des communautés à la mise en œuvre, au suivi et à l’évaluation, la production des rapports alternatifs par les coalitions.
Aussi, peut-on noter que les engagements financiers des partenaires et de l’Etat ne sont pas honorés au rythme et au moment souhaiter.
Nous savons que l’ODD4 conditionne la réussite des 16 autres ODD. Ce qui montre la transversalité de cet objectif qui nécessite une attention soutenue du point de vue financier. Pour tirer le meilleur parti, il faudrait un ancrage de l’ODD4 dans les 16 autres ODD du point de vue de leur élaboration, leur budgétisation, de leur mise en œuvre et de leur évaluation.
Par exemple, le ministère de l’économie numérique à apporter son expertise technologique aux 02 universités du Togo pour les mettre au standard international en les donnant de la connexion internet wifi. Il en est de même du ministère de développement à la base qui par les ressources mobilisés auprès des multilatéraux, soutient la mise en œuvre de l’ODD4 par les constructions scolaires dans les zones vulnérables ainsi que la construction des ouvrages de franchissement pour faciliter l’accès des enfants aux structures éducatives.
Sur les questions transversales à l’éducation telles que les violences éducatives, le genre, l’inclusion , l’équité…, l’Etat et les partenaires co-pilotes des projets d’éradication des violences éducatives et de diminution de prévalence des grossesses précoces et de promotion de l’inclusion, des questions qui, si elles ne trouvent pas de réponses risquent de freiner la mise en œuvre de l’ODD4
La communication étatique sur l’ODD4 est déficitaire
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international council of adult education / Women and Society association/ long-life learning center
Women, Children & Youth, Indigenous Peoples, Local Authorities, Workers & Trade Unions, Business & Industry, Volunteer Groups, Older Persons, Education & Academic Entities, Private Philanthropic Organizations
There are many regional and local data to promote and to show learning and adult and education and they relate to overall sustainable development , including:
*The Arab Initiative for the Social and Economic Empowerment launched by Women and Society in Egypt in 2015 and the initiative The long-term strategy of 2015: 2030 aims to mobilize the social and cultural forces of institutions and individuals to address the issues of quality of basic education and adult education
the initiative relies on advocacy and advocacy for adult education issues and the quality of basic education . This initiative has been successful for the first time in the Arab region in :
*Build a diverse partnership between NGOs and the private sector to fully fund the initiative .
*Expanding the partnership to include all stakeholders from governmental and non-governmental organizations, academics, experts and liberators from illiteracy to university and postgraduate qualifications, media and community leaders ( partnership in planning, follow-up and evaluation )
*The partnership of famous artists, media professionals, journalists and athletes with a wide impact on public opinion .
*Building communities with learning, life skills and professional development .
The social and economic empowerment of emancipated from illiteracy through annual awards for the initiative of micro - projects or completion stages of education and ensure the continuity of their children in school.
The depth and methodology of the fourth objective of sustainable development goals aimed at the integrated understanding of lifelong learning and the quality with the start of pre - university education, which for the reduced and limits the problem of illiteracy (so as not to leave anyone behind us) And that education for all ages and therefore we find that the most important challenges and gaps are

The inability of educational systems to achieve quality education capable of achieving the goals of the seven education through all education programs for life from birth and y for all ages and stages of life
The greatest challenge is the reduction of educational policies from social, political and economic contexts. The intrinsic value of education derives its power from social, economic and political mobility within countries and societies, but this value has been identified as a necessary necessity to protect against disturbances and armed conflict And terrorism .
It is possible to better understand the link between the goal of education and the goals of sustainable development through adult education, which represents 80% of all learning programs within the framework of lifelong learning, which emphasizes the importance of extending the movement of education from school to society through a flexible and multiple system easy access, talk on the positive impact of the housing goals and rural development and gender equality, health, decent work and local and global citizenship.

To achieve this organic bonding there is the importance of the countries committed to developing a strategy never shared conscious of all ministries for sustainable development and formal education institutions and adult education institutions and civil society sector to achieve sustainable development goals through Goal 4 for education and learning for young and adult, there is a reference paper It was prepared on the approach to new and effective policies for adult education and sustainable development aimed at lifelong learning .
Effective models for stakeholder participation in the implementation of goal 4 of the goals of sustainable development :

*The Arab Initiative for the Social and Economic Empowerment of Liberals from Illiteracy (2015: 2030)
*Initiative of illiterate factories
*Initiative of illiterate village
*The initiative of integrating university students in the development of adult education programs .
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The Poverty Elimination and Community Education Foundation
Women, Non-Governmental Organizations
Collaboration between local, national, regional and global entities to establish rigorous standards of literacy, develop a sound and far-ranging knowledge base with free and broad access for all, free inquiry and critical thought training and exercise in accessing the knowledge base, practical application of knowledge base to build up entrepreneurial initiatives to empower and benefit all learners, especially women and girls.
The gap between primary school and secondary school, to which most girls never advance is the biggest hindrance to true and useful learning, especially for girls and women. The physical gap is enormous in terms of opportunity of accessing further school at this age (about 12),and the intellectual gap, is even greater as children traditionally go from learning basic literacy to critical thought and inquiry which make the pupils true thoughtful learners and not merely rote repeaters.
Teach literacy in the context of critical thought to develop and challenge the thought processes of each individual; literacy should be built on a concrete knowledge base, especially in STEM topics and cultural literacy, to form a solid knowledge basis on which to build concepts, unleash the imagination, and challenge preconceptions
Ongoing dialogue within UNESCO, but especially within CSW (Women's empowerment ) and GFMD and other migration venues that have been discussing the delivery of quality education especially to migrants and refugees both in transit and at destination.
All resources to train the critical mind to think, draw conclusions and act are essential.
86
IndustriALL Global Union
Workers & Trade Unions
• ease access to programmes of both education (knowledge acquisition) and training (skills acquisition)
• free tuition, and subsidize transportation and accommodation
• emphasize public education system
• young women, in particular, should be encouraged to pursue STEM education
• notwithstanding the above, although the present focus seems to be STEM subjects, all education has merit and we should not neglect e.g. arts/ humanities and all people should have access to the kind of education and training they feel will best suit their talents
• multi-stakeholder dialogue regarding curricula
• privatization is not the answer
• barriers to education should be identified and eliminated for women, minorities, disadvantaged groups e.g. include education and protective policies on rights, safety, health (especially sexual health), consent, racism, privilege, etc.
• for life-long learning to have meaning, adult education techniques need to be re-examined, and barriers to access for adult learners (e.g. lack of daycare facilities, inflexible hours) need to be addressed
• include a discussion of the SDGs in all educational curricula
• there are examples of this in some countries but broadly, there is very little - curricula are determined in private and only employers are asked about the appropriate skills for future workers - their view of what is best frequently is short-sighted, and fails to address the needs and aspirations of present and future workers.
87
Universidad Pedagógica Nacional
Education & Academic Entities
The lifelong learning (LLL) framework, which includes all people from birth to death, must be understood, and mechanisms established, at a national and regional level. Sustainable development, as with all major socio-economic and ecological issues can only be solved cross generationally within a lifelong learning framework.
Eliminating gender disparities in education and training across all stages of life (SDG 4.4 y 4.5), from pre-school to later life learning, including persons with disabilities, indigenous people, migrants and refugees, children, and others in vulnerable situations.
. The very narrow interpretation of SDG 4 which is inclined to focus only on a small part of the education and training system, which foregrounds children's needs, is wholly inadequate. A holistic integrated understanding of LLL is essential which includes the very young through to those engaging in later life learning.

· If indeed we agree that ‘no one is to be left behind’, SDG 4 must be for people of all ages and stages of life.

· Literacy is a right for everybody (i.e. all girls, boys, men and women). Literacy is a key for the other rights, so the target can’t be reduced to “a substantial proportion of adults”.

· Learning to live together sustainability (SDG 4.7) can only occur inter-generationally with children and adults from birth to death. ALE is an essential component if this is to be attained so, ALE must be considered and specifically named in this goal.

· SDG 4 centers lifelong learning as critical to all social, economic, ecological development - however, a comprehensive understanding of LLL which speaks to housing, rural development, gender equity, health, decent work, local and global citizenship, etc., is a key link amongst all the SDGs. Adult learning and education make up 80% of all learning within a lifelong learning framework and must be emphasized and supported through funding by global organizations and donors.

· The concept of 'learning cities/communities/villages/neighbourhoods' is a concrete way in which SDG 4 can manifest - the examples of this are elaborated in materials of UNESCO Institute for Lifelong Learning (UIL) and the learning cities network.
· The Global Alliance for Literacy that promotes UNESCO Institute for Lifelong Learning (UIL)
· The Curriculum globALE for young and adult people educators that promotes DVV International in collaboration with universities, governments and civil society, in different countries

·
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Enlaces por la Sustentabilidad
Movimiento Social
La inversión en la enseñanza y aprendizaje del Estado en el ciclo de vida de las personas en especial sus etapas críticas desde un enfoque de género, intergeneracional e intercultural que responda a las dimensión social, ambiental y económica de la Agenda 2030
La inversión en primera infancia y la educación a lo largo de la vida para una sociedad de todas las edades
La educación y alfabetización en asuntos ambientales, sociales y económicos es un acelerador para el cumplimiento de la Agenda 2030 y los ODS, así como de las otras agendas globales de desarrollo post 2015
Nuestro movimiento es una alianza de trabajo intergeneracional e intercultural que trabaja desde la premisa fundamental de que todxs somos educandos y todxs somos educadores, es una buena práctica de ver más allá del relevo
Ciudadanía global-planetaria, imaginarios de vida,Derecho a la Ciudad, resiliencia, paz sustentable
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Save Cambodia
Women, Children & Youth, Non-Governmental Organizations, Business & Industry, Education & Academic Entities, Other stakeholders active in areas related to sustainable development
Holistic Educational Approach, whole school approach, developing awareness regarding the importance of education.
Social and economic instability and inequality, and lack of policy, monitoring, and implementation.
Integrating about the SDGs throughout media, public places and schools.
Effat University
90
Pakistan Coalition for Education an initiative of Society for Access to Quality Education
Non-Governmental Organizations
91
COALITION EDUCATION POUR TOUS BAFASHEBIGE
Women, Education & Academic Entities
-Le cadre d'apprentissage qui inclut l'ensemble des personnes d'une population, de la naissance à la mort, doit être compris dans une perspective tout au long de la vie, et des mécanismes doivent être mis en place aux niveaux national et régional à cet effet.
- Le développement durable, comme pour toutes les grandes questions socio-économiques et écologiques, ne peut être résolu entre générations dans le cadre d’un tel apprentissage tout au long de la vie.
-Éliminer les disparités entre les sexes en matière d’éducation et de formation à tous les stades de la vie, de l’éducation préscolaire à l’apprentissage ultérieur, y compris les personnes handicapées, les peuples autochtones, les enfants et les autres personnes en situation de vulnérabilité
-L'interprétation très étroite de l'ODD 4, qui se concentre uniquement sur une petite partie du système d'éducation et de formation, en vue de répondre aux besoins des enfants, est totalement inadéquate. Une compréhension holistique intégrée de la formation tout au long de la vie est essentielle et inclut les très jeunes enfants jusqu'à celles et ceux qui participent à un apprentissage ultérieur.
-Si on convient que « personne ne doit être laissé pour compte», l’ODD 4 doit être destiné aux personnes de tous âges et de toutes étapes de la vie. L’alphabétisation est un droit pour tout le monde (c’est-à-dire toutes les filles, garçons, hommes et femmes). L’alphabétisation est une clé pour les autres droits, de sorte que la cible ne peut être réduite à «une proportion substantielle d’adultes».
-Apprendre le « vivre ensemble » (ODD 4.7) ne peut se réaliser qu'en englobant toutes les générations, incluant les enfants et les adultes, de la naissance à la mort. L'apprentissage tout au long de la vie est un élément essentiel pour atteindre cet objectif. Elle doit donc être considérée et spécifiquement nommée dans cet objectif.
-L’ODD 4 situe l’apprentissage tout au long de la vie comme élément essentiel pour tout développement social, économique et écologique. Cependant, une telle compréhension globale de l’apprentissage tout au long de la vie, qui englobe le logement, le développement rural, l’équité entre les sexes, la santé, le travail décent, la citoyenneté locale et mondiale, etc., est une clé, un lien entre tous les ODD.
-Les activités de formation et d’éducation des adultes représentent 80% de l’apprentissage d'une personne au cours de sa vie et doivent être valorisées et soutenues par le biais de financements fournis par des organisations mondiales et des donateurs.
-Le concept de «villes / communautés / villages / quartiers apprenants» est un moyen concret de concrétiser l'ODD 4; des exemples en sont développés dans les documents de l'Institut de l'UNESCO pour l'apprentissage tout au long de la vie (UIL) et du réseau des villes apprenantes.
L'Alliance mondiale pour l'alphabétisation qui promeut l'Institut de l'UNESCO pour l'apprentissage tout au long de la vie (UIL)
Le Curriculum «GlobALE», destiné aux éducateurs-trices de jeunes et d'adultes qui promouvoit l'organisme DVV International, en collaboration avec les universités, les gouvernements et la société civile de différents pays
L'importance de l'éducation des adultes comme agenda "Ne laisser personne derrière"
92
Initiative for Social and Economic Rights (ISER)
Non-Governmental Organizations
There is need for political commitments in terms of providing the planned and required budget allocations for realization of the SDG 4 targets. For example, the Uganda Education and Sports Strategic Plan 2017 - 2020, made budget projections in terms of the required public investments if the country is to realize SDG 4 by 2030. Alignment of the National Development Plans and the Education Sector Plans with the targets and indicators for measuring progress of realization of SDG 4. These plans have to be well articulated and appreciated by all stakeholders responsible for the delivery of education such as District Local Governments.

The national plans have to prioritize delivery of quality public primary and secondary education as opposed to relying on private actors to deliver education. This increases the cost of education to families and in most cases leads to drop out of children from poor backgrounds, follow link for more details https://www.iser-uganda.org/images/downloads/privatisation_discrimination_and_right_to_education.pdf and https://csbag.org/wp-content/uploads/2018/01/National-Budget-Framework-Paper-FY-2018-19-FY-2022-23-13.pdf
Strengthening social accountability mechanisms and community participation in the delivery of education especially the involvement of parents in the delivery of education of their children. https://www.iser-uganda.org/images/Citizen_Participation_in_Local_Government_Service_Delievry_Processes_in_Uganda.pdf
There has been decreasing state investment in the education sector amidst the encouragement of the private sector to play a leading role in the delivery of education despite the weak monitoring and regulatory function of the Ministry of Education and Sports and District Local Governments due to limited financing https://www.iser-uganda.org/images/downloads/ISER_Monitoring_and_Inspection_Factsheet.pdf. This has resulted to increase in the number of schools operating illegally which brings into disrepute the quality of education being delivered. Also, the state relinquishing of its responsibilities to deliver education to the private sector has led to over commercialization of education thus hindering poor and vulnerable children from accessing education.
There is clear linkage between SDG 4 and 1 - End poverty in all its forms everywhere.
The Uganda National Household Survey 2016/17 indicate that poverty levels increased from 19.7% in 2012/13 to 21.4% in 2016/17. See survey on https://www.ubos.org/onlinefiles/uploads/ubos/pdf%20documents/UNHS_VI_2017_Version_I_%2027th_September_2017.pdf . The same survey further indicated that 35% of the students who dropped out of schools attributed this to high school charges that they could not afford. Therefore, in countries like Uganda where there is growing commercialization of education in both public and private schools, children from poor backgrounds are unable to access education. Considering the vital role of education in alleviating poverty, the increasing levels of school dropouts that are being occasioned by the high cost of education only serves to entrench and widen poverty levels and vulnerabilities.
The realization of SDG 4 require genuine political commitment and prioritization.
93
MPIDO
Women, Indigenous Peoples
1. Strategic projects to provide, improve, support and upgrade Education facilities in Arid, Semi Arid Areas, with a special focus on remote areas
2. Increased inclusivity of Indigenous Peoples in the design, implementation and monitoring/evaluation of Education and lifelong learning opportunities by state parties
3. Incorporation of Indigenous Knowledge (ITK), indigenous learning skills and indigenous values into the education system
1. Exclusion of IPs in the design implementation and support of education projects greatly reduces ownership and sustainability
2. Lack of appropriate allocation to the education projects in ASALs areas by state parties greatly reduces the impact of the efforts being made
3. Most existing education and learning systems disapprove of Indigenous traditional Learning/ education systems and values.
Education is key to capacity building, awareness raising and increasing the ability of the targeted population to participate sustainable development through innovative ideas/achievements. This is key to sustainability of the SDG initiatives.
The Ministry of Education in Kenya is implementing a project to build mobile schools in pastoral areas. this complements access to education as well as complement pastoralism as a way of life
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Lawyers' Association for human Rights of Nepalese Indigenous Peoples (LAHURNIP)
Women, Children & Youth, Indigenous Peoples, Non-Governmental Organizations, Local Authorities, Workers & Trade Unions, Business & Industry, Volunteer Groups, Older Persons, Persons with Disabilities, Education & Academic Entities, Private Philanthropic Organizations
Multilingual education is one of the most effective way. Many research shows that many Indigenous students are dropout by language problems. In addition, we have to make storybooks of indigenous myths. Last curriculum should include indigenous knowledge, history, culture, identity etc.
Education system is not familiar with indigenous people's knowledge, practice, language etc. which creates gaps between education system and indigenous peoples.
In Nepal, many government schools run multilingual education system in the direct involvement indigenous people's organization. They made localize curriculum up to class 3. It is effective way to reduce dropout children and transfer indigenous student from mother tongue to other language
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East Africa Trade Union Confederation
Workers & Trade Unions
Continuous capacity building of education provider, regular review of curriculum to be in line with current educational needs, consultative process on any education reforms with relevant stakeholders
Quality of education being provided, in africa those offering free primary education or even tertiary education the ration of teacher to student is very high. In adequate infrastructure in the education sector (overcrowded classes, lack of ICT,), In adequate educators.
Education is fundamental, it through institutionalization of the 2030 Agenda in our education system then would we be talking about leaving no one behind but more important building capacities of the future generations that will carry the Agenda beyond 2030
A model that reflects on the learning journey and those who play a critical role, Parents, teachers, trade unions, religion, academia/researchers, government(not only ministry of Educations but multi agency approach) but more important not forgetting the students
96
Associação Angolana para Educação de Adultos AAEA
Non-Governmental Organizations, Education & Academic Entities
Desenvolver a consciência colectiva da sua importância para o alcance dos 17 ODS, apelar não só para o aumento do financiamento mas também para utilização de infraestruturas e meios didácticos mas baratos
Governantes e elites em geral não estarem interessados numa verdadeira inclusão social, por isso investe-se pouco na escola publica.
ODS 4 é fundamental para promover competências para a vida, uma verdadeira Educação Inclusiva, Equitativa de Qualidade que Proporciona Oportunidades de Aprendizagem ao Longo da Vida, capacita sobre os restantes da Agenda e principalmente estimula para a acção em prol de uma vida mais digna e justa para todos e todas que inclui a protecção do meio ambiente.
Fundamos a Rede Angolana de Educação para Todos, Rede EPT Angola cuja missão é de entre outras, Assegurar o engajamento e participação da Sociedade Civil na formulação, implementação e monitoria de estratégias para o desenvolvimento da educação ODS 4
Pressionar os governos que permitem a mercantilizarão da Educação (aumento de escolas privadas)
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Association d'Aide à l'Education de l'Enfant Handicapé (AAEEH)
Non-Governmental Organizations
Inform and sensitize public on SDG4 in vue of ownership and commitment
Take into account all people including person with disabilities by making sure data are available
Involvement of different stakeholders and use of education to accelerate implementation of other SDGs
Collective work of NGOs
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PAMOJA GUINEA
Non-Governmental Organizations
Effective involvoment of all actors on the elaboration of de decennial programme of education in Guinea on process
Progressive increasing budget allocation on general education in particulary literacy can make progress to SDG 4
Progressing of growth schooling rate among children can reduce the rate of literacy in the can country can impact favorably the 16 others SDG
Combine action between gouvernement, technical and financial partners, private sectors and civil sociaty can help the implementation of the SDG 4.
Transfering competences of education in the rural communities and can help to achieve the SDG 4.
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Comision Huairou
Women, Non-Governmental Organizations, Farmer, Other stakeholders active in areas related to sustainable development
Higher investment for budgets in education. The local bogiernos can give part of the necessary budget for education (decentralization)
Lack of budget
Quality education is the main tool for change. The link with the other objectives is totally viable.
Continue to implement programs for the education of girls and young women from rural areas
100
Girls Not Brides
Women, Children & Youth
Ensuring that a multi-sectoral approach is applied to development, with approaches to education aligned closely with other development priorities such as health, social protection and gender equality.

In addition, achieving progress towards SDG 4 requires a multi-stakeholder approach, including civil society, government, UN and intergovernmental agencies, and academia.
Child marriage is a significant barrier to girls’ education – it undermines a girl’s ability to attend school, acquire new skills and knowledge, and put existing ones to use. Girls tend to drop out of school during the preparatory time before marriage or shortly afterwards when their marital and domestic demands increase. In most cases child marriage means an end to formal education.

While child marriage is sometimes the reason for school dropout, out of school girls are also more likely to be married early and have children before they are ready. Girls with no education are three times as likely to marry by 18 as those with a secondary or higher education. Mothers who are illiterate are less likely to be knowledgeable about proper health and nutrition for themselves and their children than better educated mothers.

Education is one of the most powerful tools available to prevent and respond to child marriage. Girls who are in school are not only protected, in many cases, from child marriage, but gain the knowledge and skills necessary to succeed throughout their lives. Children of educated mothers have higher rates of immunisation and overall survival, lower rates of stunting and wasting, and are more likely to be better educated and have delayed rates of marriage themselves than do children of young less-educated mothers. But efforts to keep girls in school we must also address child marriage as one of the fundamental drivers of school dropout.
A lack of attention to child marriage undermined the achievement of six of the eight Millennium Development Goals (MDGs). We have since learned that child marriage is a core development and human rights issue, which hinders the achievement of many other development goals: half of the SDGs will not be achieved without significant progress on child marriage, including those related to poverty, health, education, nutrition, food security, economic growth and reduction of inequality, and other manifestations of gender inequality.
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