The Sustainable Development Goal on Quality Education

2019 ◽  
pp. 261-277 ◽  
Author(s):  
Mark Anthony Camilleri ◽  
Adriana Caterina Camilleri
Keyword(s):  
Sustainable Development ◽  
Quality Education ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development

scholarly journals Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

2020 ◽  
Vol 12 (15) ◽  
pp. 5884
Author(s):  
Erika González García ◽  
Ernesto Colomo Magaña ◽  
Andrea Cívico Ariza
Keyword(s):  
Sustainable Development ◽  
Scientific Production ◽  
Quality Education ◽  
Publication Type ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development ◽  
2030 Agenda ◽  
Final Sample ◽  
Bibliometric Approach

Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to “Ensure inclusive and quality education for all and promote lifelong learning” as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development.

Lifelong Learning and Quality Education for Sustainable Development in Africa

2021 ◽  
pp. 17-37
Author(s):  
Fredrick Muyia Nafukho ◽  
Machuma H. Muyia
Keyword(s):  
Sustainable Development ◽  
Lifelong Learning ◽  
Learning Strategy ◽  
Quality Education ◽  
Evidence Based ◽  
Sustainable Development Goal ◽  
Learning Society ◽  
Development Goal ◽  
The Sustainable Development ◽  
2030 Agenda

The future for all people in Africa lies in the provision of quality education, promotion and sustaining of lifelong learning. This chapter critically examines quality education, lifelong learning, and a learning society for Africa's sustainable development. Issues pertaining to quality education and lifelong learning are ever evolving and may not be completely addressed at any one time, hence the need for win-win solutions from within and without Africa. The chapter provides evidence-based guidance on how to implement rigorous approaches to quality education as an effective lifelong learning strategy to advance Education 2030 agenda and the Sustainable Development Goal (SDG4).

Lifelong Learning in Nepal: Contexts and Prospects

AMC Journal ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 121-132
Author(s):  
Kapil Dev Regmi
Keyword(s):  
Sustainable Development ◽  
Educational Policy ◽  
Lifelong Learning ◽  
Educational Needs ◽  
Learning Opportunities ◽  
Quality Education ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development

After the declaration of the Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by the UN, many countries have adapted lifelong learning as one of their main goals for meeting their educational needs. However, lifelong learning as an educational policy concept is defined differently in various contexts. With the case of the context of Nepal this paper, which builds on my thesis prepared for Master of Philosophy degree (Regmi,2009), explores some of the fundamental concepts attached with lifelong learning, mainly non-formal and informal modes of learning as key components of lifelong learning.

scholarly journals The Determinants of Access to Sanitation: The Role of Human Rights and the Challenges of Measurement

Water ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 1676
Author(s):  
Rebecca Schiel ◽  
Bruce M. Wilson ◽  
Malcolm Langford
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Field Data ◽  
Data Availability ◽  
Regression Analyses ◽  
Human Right ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development

Ten years after the United Nation’s recognition of the human right to water and sanitation (HRtWS), little is understood about how these right impacts access to sanitation. There is limited identification of the mechanisms responsible for improvements in sanitation, including the international and constitutional recognition of rights to sanitation and water. We examine a core reason for the lack of progress in this field: data quality. Examining data availability and quality on measures of access to sanitation, we arrive at three findings: (1) where data are widely available, measures are not in line with the Sustainable Development Goal (SDG) targets, revealing little about changes in sanitation access; (2) data concerning safe sanitation are missing in more country-year observations than not; and (3) data are missing in the largest proportions from the poorest states and those most in need of progress on sanitation. Nonetheless, we present two regression analyses to determine what effect rights recognition has on improvements in sanitation access. First, the available data are too limited to analyze progress toward meeting SDGs related to sanitation globally, and especially in regions most urgently needing improvements. Second, utilizing more widely available data, we find that rights seem to have little impact on access.

Tourism education in France and sustainable development goal 4 (quality education)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hugues Seraphin ◽  
Mamadou Bah ◽  
Alan Fyall ◽  
Vanessa Gowreesunkar
Keyword(s):  
Sustainable Development ◽  
Secondary Data ◽  
Tourism Industry ◽  
Quality Education ◽  
University Graduates ◽  
Access To Education ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Content Type ◽  
Tourism Education

Purpose This study aims to focus on the phenomenon of “over-education” characterized by a discrepancy between education provided and the needs of the economy vis-à-vis employment. The study considers this issue with reference to tourism and courses taught in the field. Specifically, the phenomenon of over-education is investigated with reference to university graduates in tourism and their employability in the sector. Design/methodology/approach The research design draws from secondary data derived from a review of the literature on tourism and education. Findings The findings point to a need to consider aspects of tourism (field of study and discipline) in destination management. This is to avoid discrepancy at macro and micro levels and at a discipline and industry level. This strategy would also help to ensure synergy between tourism education and the needs of the tourism industry as advocated by the Helix model. Originality/value By focussing on over-education, this study shows that Sustainable development goal (SDG) 4, which relates to quality education, may be addressed. The outcome of the study also leads to the conclusion that SDG 4 should be based on not only access to education and school enrolment rates at all levels, particularly for girls, but also the relationship between education and actual employment.

scholarly journals Establishing Sustainable Development Goal Baselines for Household Drinking Water, Sanitation and Hygiene Services

Water ◽  
2018 ◽  
Vol 10 (12) ◽  
pp. 1711 ◽  
Author(s):  
Robert Bain ◽  
Richard Johnston ◽  
Francesco Mitis ◽  
Christie Chatterley ◽  
Tom Slaymaker
Keyword(s):  
Sustainable Development ◽  
Drinking Water ◽  
World Health ◽  
Household Surveys ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development ◽  
Sanitation And Hygiene ◽  
Joint Monitoring ◽  
Health Organization

The World Health Organization (WHO) and United Nations Children’s Fund (UNICEF), through the Joint Monitoring Programme (JMP), are responsible for global monitoring of the Sustainable Development Goal (SDG) targets for drinking water, sanitation and hygiene (WASH). The SDGs represent a fundamental shift in household WASH monitoring with a new focus on service levels and the incorporation of hygiene. This article reflects on the process of establishing SDG baselines and the methods used to generate national, regional and global estimates for the new household WASH indicators. The JMP 2017 update drew on over 3000 national data sources, primarily household surveys (n = 1443), censuses (n = 309) and administrative data (n = 1494). Whereas most countries could generate estimates for basic drinking water and basic sanitation, fewer countries could report on basic handwashing facilities, water quality and the disposal of waste from onsite sanitation. Based on data for 96 and 84 countries, respectively, the JMP estimates that globally 2.1 billion (29%) people lacked safely managed drinking water services and 4.5 billion (61%) lacked safely managed sanitation services in 2015. The expanded JMP inequalities database also finds substantial disparities by wealth and sub-national regions. The SDG baselines for household WASH reveal the scale of the challenge associated with achieving universal safely managed services and the substantial acceleration needed in many countries to achieve even basic services for everyone by 2030. Many countries have begun to localise the global SDG targets and are investing in data collection to address the SDG data gaps, whether through the integration of new elements in household surveys or strengthening collection and reporting of information through administrative and regulatory systems.

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