Quality Education
About
Progress towards quality education was already slower than required before the pandemic, but COVID-19 has had devastating impacts on education, causing learning losses in four out of five of the 104 countries studied.
Without additional measures, an estimated 84 million children and young people will stay out of school by 2030 and approximately 300 million students will lack the basic numeracy and literacy skills necessary for success in life.
In addition to free primary and secondary schooling for all boys and girls by 2030, the aim is to provide equal access to affordable vocational training, eliminate gender and wealth disparities, and achieve universal access to quality higher education.
Education is the key that will allow many other Sustainable Development Goals (SDGs) to be achieved. When people are able to get quality education they can break from the cycle of poverty.
Education helps to reduce inequalities and to reach gender equality. It also empowers people everywhere to live more healthy and sustainable lives. Education is also crucial to fostering tolerance between people and contributes to more peaceful societies.
To deliver on Goal 4, education financing must become a national investment priority. Furthermore, measures such as making education free and compulsory, increasing the number of teachers, improving basic school infrastructure and embracing digital transformation are essential.
Publications
Akacan, B., & Seçim, G. (2016). Evaluation of effectiveness of group counselling program based on eclectic approach to reduce the social anxiety of candidate teachers “qualitative data analysis”. Anthropologist, 23(1-2), 126-131. https://doi.org/10.1080/09720073.2016.11891933
Akanyeti, I., Kazimoglu, C., & Kanyemba, T. (2020). Perceived versus objective knowledge towards a sustainable solid waste management in Northern Nicosia. Journal of Material Cycles and Waste Management, 22(6), 1943-1952. https://doi.org/10.1007/s10163-020-01078-3
Erulgen, A., & Balcioglu, H. (2016). Education expenditure index, financial depth index and economic growth causality analysis: Case of North Cyprus. Revista de Cercetare si Interventie Sociala, 53(June), 171-184. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975260966&partner…
Gokbulut, O. D., Akcamete, G., & Guneyli, A. (2020). Impact of co-teaching approach in inclusive education settings on the development of reading skills. International Journal of Education and Practice, 8(1), 1-17. https://doi.org/10.18488/journal.61.2020.81.1.17
Koran, N., & Avcı, N. (2017). Perceptions of prospective pre-school teachers regarding children’s right to participate in classroom activities. Kuram ve Uygulamada Egitim Bilimleri, 17(3), 1035-1059. https://doi.org/10.12738/estp.2017.3.0325
Nuri, C., Akçamete, G., & Direktör, C. (2019). A combined model study: The needs of parents of children with attention deficit disorder with hyperactivity (adhd) in parent education. International Electronic Journal of Elementary Education, 12(1), 19-25. https://doi.org/10.26822/iejee.2019155333
Olukoya, O. A. P., & Atanda, J. O. (2020). Assessing the social sustainability indicators in vernacular architecture—application of a green building assessment approach. Environments - MDPI, 7(9), 1-24, Article 67. https://doi.org/10.3390/environments7090067
Oluwajana, D., Nat, M., & Fadiya, S. (2019). An investigation of students’ interactivity in the classroom and within learning management system to improve learning outcomes. Croatian Journal of Education, 21(1), 77-102. https://doi.org/10.15516/cje.v21i1.3085
Pehlivan, A. (2007). Turkish cypriot literature course in emerging cultural and educational policies. L1 Educational Studies in Language and Literature, 7(2), 35-51. https://doi.org/10.17239/l1esll-2007.07.02.02
Soyer, K., Ozgit, H., & Rjoub, H. (2020). Applying an evolutionary growth theory for sustainable economic development: The effect of international students as tourists. Sustainability (Switzerland), 12(1), Article 418. https://doi.org/10.3390/SU12010418