Critical thinking, integrated analysis and awareness raising on Sustainable Development Goals and a post-2015 development agenda

Education

SDG update - 12 September

12 Sept 2016 – this week’s SDG Delivery Update – a compilation of news, opinion, reports, and events related to the Sustainable Development Goals - includes details of a new IIED briefing looking at urban issues and the ‘new urban agenda’ ahead of Habitat III and UNESCO’s Global Education Monitoring Report 2016.

Latest news on post-2015 - 20 April

20 April - this digest provides a weekly compilation of news, opinion, reports, and events on the Post-2015 Sustainable Development Goals and related processes, including a new report from ODI on Financing the future, and coverage from the second drafting session for the Finance for Development conference in Addis.

The Education for All Global Monitoring Report has identified a need for increased funding for education, photo: G.M.B. Akash/PANOS

Quality education for sustainable development

Tue, 2014-04-01 12:06
Saadia Iqbal

Communications Officer, IRF2015

Quality education should be a cornerstone of the Sustainable Development Goals (SDGs), according to a recent brief from the Institute for Global Environmental Strategies.

Traditionally, development agendas for education have focused on increasing access and attainment; for example the MDG on education aimed to achieve universal primary education.

Advancing Education as a Goal for Sustainable Development

Authors: 
Robert J. Didham and Paul Ofei-Manu
Organisation: 
IGES

For education to support the sustainable development goals (SDGs), an ambitious education goal that works to improve overall efficacy of education is essential. An education SDG should include three dimensions: increasing access and attainment, improving educational quality, and inspiring. transformative learning.

Categories: 

Future of education post-2015

Thu, 2013-07-04 23:16
Wongani Grace Nkhoma

Education Programme Manager, OSISA

Achieving equitable quality education for all will require a paradigm shift in the way education is conceptualised and delivered. This will require concerted efforts by all actors, from government, civil society, the private sector, and parents.

Leymar is a refugee from the Democratic Republic of Congo living in South Africa. Like many other refugee children, Leymar – which is not his real name – does not go to school. He does not have the necessary papers to register at the local school and language is another barrier. His dream of a quality education may never be realised – and there are many children like him.

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