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SDG 4, or Sustainable Development Goal 4, is a commitment to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This goal aims to provide children and young people with quality and easy access to education, as well as other learning opportunities, and supports the reduction of inequalities.
Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
Educational equity, also known as equity in education, is a measure of equity in education. [1] Educational equity depends on two main factors. The first is distributive justice, which implies that factors specific to one's personal conditions should not interfere with the potential of academic success.
Challenges to achieving universal primary education are exacerbated in unstable regions, as they have greater difficulty in accessing financial support. [ 5 ] The barriers which prevent children around the world from obtaining primary-level education are diverse and require tailored responses. [ 6 ]
Many agree that education is a purposeful activity aimed at achieving ... Limited access to information about higher education and challenges in ... the quality of ...
Access to higher education has characterized by some as a rite of passage and the key to the American Dream. Higher education presents a wide range of issues for government officials, educational staff, and students. Financial difficulties in continuing and expanding access as well as affirmative action programs have been the subject of growing ...
Overall objectives and major challenges to be addressed, the funding to achieve these objectives, the demographic parameters of the learner population and the human resources required to achieve universally accessible quality education should all be addressed in a comprehensive teacher policy. [13]
Standards should be developmentally appropriate and relevant to future employment and education needs. [15] Standards should generally be written so that all students are capable of achieving them, and so that talented students will exceed them. All students are believed to be capable of learning and of meeting high expectations.