To promote lifelong learning opportunities for all and ensure inclusive and equitable quality education was the fourth of the United Nations Sustainable Development Goals (SDGs), each of which Nature is examining as part of a series of weekly editorials. SDG 4 includes targets to substantially increase the number of teachers with appropriate qualifications and for all children to complete primary school.
The true extent of progress towards these targets was unclear, even before the Covid-19 pandemic. This is partly because research and data collection are focused mostly on high-income countries. Whereas most of these countries have almost met their targets on access to education and education quality. Most low – and middle – income countries (LMICs) have a long way to travel- since the necessary data are incomplete or even exist.
Collecting educational data in LMICs, and finding funding for it, must be a priority if SDG 4 is to be achieved by deadline of 2030. Before the Covid-19 pandemic, around nine in ten pupils worldwide were expected to complete primary education by 2030. But some nations are worse compared to others.Although the available data are patchy researchers say one in four children in Africa have not finished primary school.
Of those who complete their primary education, not all hit another SDG target to achieve a minimum ability in mathematics and reading by the end of primary or lower secondary school. Internationally, the percentage who reach this goal is increasing, even though it’s slow. But again, most data can be found in middle- and high-income countries. Only four out of ten children who are speaking French in African countries, achieve the minimum skills, and the overall trend is negative.
Regional research networks have a key part in helping countries to plug data gaps and implement good practices according to local needs. For years European countries have benefited from peer learning. Through which countries cooperate to share both experience and data. This approach is used by other regions as well.
Sharing evidence should also help countries to reassess legacy education policies. Usually during colonial times many countries public education systems replaced teaching in national languages with that in English, Portuguese or French. Even after decolonization this practice was continued. Unless children learnt European languages, they would be locked out of the global economy. The goal for education can be achieved. It needs more data at local and regional levels, especially for LMICs. Equally extra funding is needed to be found. And researchers have a responsibility of providing data, scholarship and dispensing evidence-based policies
