Relevant bibliographies by topics / Sustainable Development Goal Four (SDG 4)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sustainable Development Goal Four (SDG 4)'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Sustainable Development Goal Four (SDG 4)"

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Botchway, Edward Ayebeng, Kofi Agyekum, Jenefailus Nikoi Kotei-Martin, et al. "Achieving Healthy City Development in Ghana: Referencing Sustainable Development Goal 11." Sustainability 15, no. 19 (2023): 14361. http://dx.doi.org/10.3390/su151914361.

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Despite the growing responsiveness in creating eco-friendly cities with reference to SDG 11, little attention has been focused on the role of Ghanaian local authorities (i.e., District Assemblies (DAs)) in achieving this global feat. Therefore, this study seeks to assess the views of personnel working with Ghana’s District Assemblies on the achievement of healthy city development (HCD) through the lens of SDG 11. Data were obtained from 165 key personnel currently working with the District Assemblies in Ghana through structured close-ended questionnaires. The data gathered from the respondents
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Kozhimala, James John, and Baby Mukulel Devasia. "Implementation of SDG Goal 4 Target 7 Quality Education for Sustainable Development and Global Citizenship in Christian Higher Education Management." International Journal of Professional Business Review 8, no. 9 (2023): e02976. http://dx.doi.org/10.26668/businessreview/2023.v8i9.2976.

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Purpose: This research aims to evaluate the mediating role of SDG Goal Four target seven Quality Education for Sustainable Development (QESD) and Quality Education for Global Citizenship (QEGC) in the Performance of Christian Higher Education Institution Management. Theoretical Framework: The research study developed a conceptual framework and questionnaire for evaluating the mediation role of QESD and QEGC in the Performance of Christian Higher Education Institution Management. Design/Methodology/Approach: The study examines the observation of 647 respondents from six universities of various
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Qablan, Ahmad, Nesreen Nowfal, Teba Al-Faiadh, et al. "Mapping the representation of four SDGs in international elementary science curriculum and textbooks." Eurasia Journal of Mathematics, Science and Technology Education 21, no. 3 (2025): em2596. https://doi.org/10.29333/ejmste/16042.

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Education for sustainable development (ESD) equips individuals with perspectives of value, ethics, foresight, and long-term decision-making regarding our future. Education plays a crucial role in acquiring the necessary knowledge and behaviors related to sustainable development (SD). Additionally, the curriculum can facilitate students in gaining competencies related to the sustainable development goals (SDGs). This study aims to explore how SDGs 4, 6, 8, and 15 and their three relevant competencies (knowledge and understanding; skills and applications; and values and attitudes) are incorporat
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Do, Doanh-Ngan-Mac, Linh-Khanh Hoang, Cuong-Minh Le, and Trung Tran. "A Human Rights-Based Approach in Implementing Sustainable Development Goal 4 (Quality Education) for Ethnic Minorities in Vietnam." Sustainability 12, no. 10 (2020): 4179. http://dx.doi.org/10.3390/su12104179.

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Seventeen sustainable development goals (SDG) by the United Nations in its 2030 Agenda have been nationalized and implemented in Vietnam. One of the country’s priorities is making educational provision accessible to all of its residents, especially for marginalized groups, while enforcing their human rights. In this context, this article examines the implementation of SDG4 (quality education) in combination with the practice of human rights for ethnic minorities in Vietnam. With access to jurisprudence, this research provides a detailed assessment of the compatibility between SDG targets and t
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Carvalho, Luísa, Dora Almeida, Ana Loures, Paulo Ferreira, and Fernando Rebola. "Quality Education for All: A Fuzzy Set Analysis of Sustainable Development Goal Compliance." Sustainability 16, no. 12 (2024): 5218. http://dx.doi.org/10.3390/su16125218.

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The relationship between education and societal development is unquestionable. Education contributes to achieving both societies’ and individuals’ social and economic goals. Quality education is recognized as one of the Sustainable Development Goals (SDGs), which, jointly with other behaviors and attitudes, could impact the development of societies in other fields like health and well-being, cultural preservation, environmental sustainability, and even peace and stability—all of them also listed as SDGs. However, the capacity, or not, to reach higher levels of compliance with quality in educat
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N, Harshitha, and Uma Warrier. "Building Inclusive Societies Through Emotional Intelligence-Based Education Systems: Indian Perspective to Achieve Sustainable Development Goals." ECS Transactions 107, no. 1 (2022): 8989–9001. http://dx.doi.org/10.1149/10701.8989ecst.

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Social inequality and quality education are significant challenges faced by tribes in India. The study's key objective is to develop an Emotional Intelligence (EI) based conceptual framework for tribal education to achieve quality education and build inclusive societies. The developed framework integrates the Mixed Model of EI and the path-goal leadership theory. The purpose of the study was to do a literature review towards identifying the link between teachers' Emotional Intelligence Competencies (EIC) and growth mindset for effective teaching and superior performance. The article proposes f
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Nketsia, William, Maxwell Peprah Opoku, Timo Saloviita, and Danielle Tracey. "Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development." Journal of Teacher Education for Sustainability 22, no. 1 (2020): 49–65. http://dx.doi.org/10.2478/jtes-2020-0005.

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AbstractIn accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in
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Gunawan, William Ben. "Revisiting the Sustainable Development Goal 4 “Quality Education”: Insights, Prospects, and Recommendations." SAKAGURU: Journal of Pedagogy and Creative Teacher 2, no. 1 (2025): 12–36. https://doi.org/10.70211/sakaguru.v2i1.202.

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This paper explores the global challenges and prospects associated with the implementation of the United Nations Sustainable Development Goals (SDGs), with a focused analysis on Goal 4: Quality Education. Drawing on current data, scholarly research, and policy reports, the study identifies disparities in educational access and quality across regions, emphasizing how socio-economic, geographical, political, and digital divides impede equitable learning opportunities. A comparative analysis of four countries—Nigeria, India, Finland, and Japan—illustrates how varying governance structures, econom
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Naikoo, Manzoor Nabi, Manik Arora, and Sanjeev Kumar. "Role of Circular Economy, Green Marketing and Sustainable Development in Hotel Industry." Ecology, Environment and Conservation 28, no. 04 (2022): 1821–29. http://dx.doi.org/10.53550/eec.2022.v28i04.025.

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Today’s hotel industry is more organically conscious than ever before, and the demand for green products and services has grown up ruthlessly. This has led to imposing the principles of Green Marketing (GM), Sustainable Development Goals (SDG), and Circular Economy (CE) in many hospitality companies, particularly among government and academia. Though, the existing literature shows that CE concepts are pragmatic and debated in manufacturing and production units only. The application of CE concepts in the food service sector, mainly in the hotel industry, appears to have received slight consider
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Muth, Jonathan, Andre Klunker, and Christina Vollmecke. "Putting 3D Printing to Good Use – Additive Manufacturing and the Sustainable Development Goals." Journal of Sustainable Development 15, no. 5 (2022): 135. http://dx.doi.org/10.5539/jsd.v15n5p135.

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Additive Manufacturing (AM), often referred to as 3D printing, is a production technology that creates objects layer by layer and applies to a variety of materials. 
 
 AM is expected to have a high impact on the industry as well as on society. The inherent characteristics of AM make it possible to solve not only particular problems but fundamental global challenges as well, which can be examined by reference to the 17 Sustainable Development Goals (SDGs) of the United Nations. This is the first paper that examines the connection of AM and the 17 SDGs through a literature review.&#x0
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Dissertations / Theses on the topic "Sustainable Development Goal Four (SDG 4)"

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Aberle, Nathalie, and Mayke Martijntje Hoekstra. "Resilience Based Crisis Management in Public Educational Institutions at the Time of Global Pandemic of COVID-19 : The Implication for Ensuring SDG 4." Thesis, Malmö universitet, Malmö högskola, Institutionen för Urbana Studier (US), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18454.

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Purpose: The pursuance of the sustainable development goals, introduced by the United Nations in2015, is of absolute necessity to build a sustainable future. Resilience-based crisis management helps tosustain an organisation and pursue its goal during crises. The aim of this research was to explore thestatus quo of resilience-based crisis management within public primary- and secondary schools in theNetherlands during school closures due to the COVID-19 pandemic. Furthermore, the aim was todiscover which measures were in place to safeguard the provision of SDG 4. The exploration took placeto o
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Chande, Iara Belinda Bugalho. "Nova IMS Contribution for SDGs achievement: A Business Intelligence Approach." Master's thesis, 2021. http://hdl.handle.net/10362/130839.

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Project Work presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Knowledge Management and Business Intelligence<br>To achieve a sustainable future, some planet earth problems have to be solved. Problems can be caused by natural processes, such as changes in the sun’s radiation, volcanoes or internal variability in the climate system, or due to human influences such as changes in the composition of the atmosphere, land use and resources use (World Health Organization, 2013). This changes in the atmosphere composition are influenc
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Books on the topic "Sustainable Development Goal Four (SDG 4)"

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Brazeau, Stéphanie, and Nicholas H. Ogden, eds. Earth observation, public health and one health: activities, challenges and opportunities. CABI, 2022. http://dx.doi.org/10.1079/9781800621183.0000.

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Abstract This book contains 4 chapters that discuss in the context of both the One Health concept and the SDG initiative, remote sensing can provide solutions to the priority of assessing and monitoring public health risks, and it can play an important role in supporting decision making to reduce health risks within our shared ecosystems. The growing awareness of complex but causal interactions among these realms has motivated professionals in a wide range of sectors to adopt the One Health approach, which promotes intersectoral collaboration to address health issues at the human-animal-enviro
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Baños, Josep-Eladi, Carlo Orefice, Francesca Bianchi, and Stefano Costantini, eds. Good Health, Quality Education, Sustainable Communities, Human Rights. Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-896-9.

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The publication collects the contributions presented during the International Symposium of the Italian UNESCO Chairs (CONIUS) entitled Human Rights and Sustainable Development Goals 2030, which took place on 16 November 2018 at the University of Florence. The contributions of national and international experts address the Global Aims for Sustainable Development of the UNESCO including Sustainable Development Goals (SDGs) n. 3 Improvement of the ‘Global Health’, n. 4 ‘Quality Education’, n. 11 ‘Cities and Inclusive Human Sett lements’ and n. 16 ‘Peace and Justice’, using transdisciplinary and t
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The Quality Factor: Strengthening National Data to Monitor Sustainable Development Goal 4 - SDG 4 Data Digest 2017. UNESCO Institute for Statistics (UIS), 2017. http://dx.doi.org/10.15220/978-92-9189-217-4-en.

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The Sustainable Development Goals and the GSOD Indices, revised edition. GSoD In Focus No. 15, December 2023. International Institute for Democracy and Electoral Assistance (International IDEA), 2023. http://dx.doi.org/10.31752/idea.2023.103.

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This GSoD In Focus explores the contribution that the Global State of Democracy (GSoD) Indices can make to reviewing progress on the United Nations’ 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs). The GSoD Indices can be used to complement official indicators, in order to track trends in achieving the SDGs and their targets. In this regard, the GSoD Indices can be used to provide data on the SDGs for poverty (SDG 1), hunger (2), health and well-being (3), education (4), gender equality (5), inequality (10), and peace, justice and strong institutions (16).
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Kandawasvika-Nhundu, Rumbidzai. The Role of Political Parties on Women’s Participation and Representation: International IDEA Technical Paper 4/2021. International Institute for Democracy and Electoral Assistance, 2021. http://dx.doi.org/10.31752/idea.2021.99.

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‘Leave no one behind’ (LNOB) is the central, transformative promise of the 2030 Agenda for Sustainable Development and its Sustainable Development Goals (SDGs). Hence, SDG 5—‘Achieve gender equality and empower all women and girls’—is an intrinsic enabler for sustainable development and representative democracy for each country and the world at large. The SDG 5 stipulates the requisite collective action for transformation and creating conducive environments towards substantive equality for all women and girls. In order to take on the challenge of translating SDG 5 into reality for women and gi
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Sidibé, Michel, Helena Nygren-Krug, Bronwyn McBride, and Kent Buse. The Future of Global Governance for Health. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672676.003.0005.

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This chapter argues that the current global health agenda has failed to put people and their rights at the center. With communities unable to have their voices heard, challenge injustice, and hold decision makers to account, states are ill-equipped to realize the Sustainable Development Goals (SDGs), including SDG 3 to ensure healthy lives and well-being for all. The chapter articulates a shift from a discretionary development paradigm to a rights-based paradigm for global health, building on rights-based approaches that have been proven to work—as in the AIDS response. Seven reforms are propo
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Olson-Buchanan, Julie B., John C. Scott, and Lori Foster, eds. Sustainable Development Through the World of Work. Oxford University PressNew York, NY, 2025. https://doi.org/10.1093/9780197786161.001.0001.

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Abstract In 2015, the United Nations established 17 Sustainable Development Goals (SDGs) to inspire focused efforts to collectively make progress toward major societal challenges. These goals have served as a rallying point to work together toward a common agenda. The United Nations identifies business partnerships and science as key factors in identifying pathways to accomplish the SDGs. The field of Industrial-Organizational (IO) Psychology offers tremendous promise for advancing prosocial work but, to date, has been somewhat inaccessible. This edited volume translates the science and practi
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Kebede Debela, Bacha, Geert Bouckaert, Berhanu Temesgen Eshetu, et al., eds. Handbook for Ethiopian Public Administration Program Accreditation. Leuven University Press, 2022. http://dx.doi.org/10.11116/9789461664679.

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Improving, assuring, and maintaining the quality and relevance of education and training in Public Administration has attracted increasing attention among PA scholars and practitioners worldwide. The Handbook for Ethiopian Public Administration Program Accreditation is a follow-up to the first handbook on Ethiopian Public Administration. The new handbook zooms in on how to improve, assure, and accredit PA education and training programs in Ethiopia. It is consistent with the Pan-Africanism and African Union’s Agenda 2063 and contributes to the United Nations Sustainable Development Goals (SDGs
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Chan, Emily Ying Yang. Building Bottom-up Health and Disaster Risk Reduction Programmes. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198807179.001.0001.

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Although urban living has accounted for being the lifestyle for more than half of the global population since 2010, nearly half are still living in a rural context. As pointed out by the United Nations as a backdrop of the Sustainable Development Goals (SDGs) (2016–2030), at least 1.8 billion people across the world still consumed faecally contaminated drinking water by 2015, 2.4 million lacked access to basic sanitation services such as toilets or latrines, and nearly 1,000 children died every day of preventable water and sanitation-related diarrhoeal diseases. Rural areas fare far worse: chi
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Singh, Renu, and Protap Mukherjee. Push Out, Pull Out, or Opting Out? Reasons Cited by Adolescents for Discontinuing Education in Four Low- and Middle-Income Countries. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190847128.003.0012.

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By drawing on Bronfenbrenner’s (1999) ecological framework, this mixed-method paper recognizes school discontinuation not as an event but as a culmination of an interplay of various factors over time. Adopting a life course perspective and analyzing reasons given by adolescents for “not being in school” across the four middle- and low-income Young Lives study countries, three broad categories of reasons for early school leaving emerge. These are push factors, pull factors, and opted-out factors. Findings revealed that pull factors emerge as the greatest contributor toward children discontinuin
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Book chapters on the topic "Sustainable Development Goal Four (SDG 4)"

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Ashida, Akemi. "The Role of Higher Education in Achieving the Sustainable Development Goals." In Sustainable Development Goals Series. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4859-6_5.

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AbstractThis chapter focuses on the relationship between Sustainable Development Goal (SDG) 4 and higher education. Higher education has traditionally been expected to play three significant roles: education, research, and social contribution. However, due to globalization, these societal roles and expectations are gradually evolving. There are two targets under SDG 4 that are directly related to higher education. Target 4.3 aims to “ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.” It is noteworthy that th
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Tonegawa, Yoshiko. "Education in SDGs: What is Inclusive and Equitable Quality Education?" In Sustainable Development Goals Series. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4859-6_4.

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AbstractEducation was positioned as Goal 4 (i.e., SDG4) in SDGs. SDG4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The lack of education and the inability to read and write often limit access to information and disadvantage the livelihoods of people. From the perspective of acquiring knowledge and skills, along with developing human resources, it is clear that the elements of education are present across all 17 SDGs. In other words, education is a cross-cutting discipline that influences a variety of areas (Kitamura et al. 2014
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Pagkratis, Konstantinos, and Stephen Dobson. "Promoting Learning Inclusion Through the Global Network of Learning Cities and Sustainable Development Goals (SDGs)." In Learning Inclusion in a Digital Age. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7196-1_4.

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AbstractThis chapter seeks to understand how global policies of learning are translated into initiatives that promote learning inclusion in local communities and their institutions; these, in turn, lead to increased social belonging and amplification of voice in the (digital) age in which we live, along with health and well-being that are pivotal in supporting and experiencing life as enjoyable and life- enhancing across the lifespan. The case explored is that of UNESCO’s Global Network of Learning Cities and how this contributes to a number of SDGs: no. 4 on Quality Education and no. 3 on Goo
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Birkenes, Adele, Siennah Yang, Benjamin Bachman, Stephanie Ingraldi, and Ibrahima Sory Diallo. "Where Is the Closest Health Clinic? YouthMappers Map Their Communities Before and During the COVID-19 Pandemic." In Sustainable Development Goals Series. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_5.

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AbstractYouthMappers chapters are both locally and globally situated, fostering a confluence of community input, GIS skill sets, subject-matter expertise, and creativity that drives progress toward the Sustainable Development Goals (SDGs). Examining Hudson Valley Mappers’ and Gaston Berger University YouthMappers’ community mapping projects in parallel offers rich insights on open mapping for SDG 3 Good Health and Well-being and highlights the value of SDG 4 Quality Education. Both YouthMappers chapters collaborated with local partners to map health facilities and other community resources; th
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McManners, Peter. "Sustainable Development Goals (SDGs)." In Essentials of Sustainability for Business. Routledge, 2023. http://dx.doi.org/10.4324/9781003386629-4.

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Mohiuddin, Maliha Binte, and Michael Jabot. "Activating Education for Sustainable Development Goals Through YouthMappers." In Sustainable Development Goals Series. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_8.

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AbstractIn hopes of building inclusive and sustainable societies, SDG 4, quality education, is central to helping to build a knowledge base to tackle some of the most pressing challenges faced by society. YouthMappers around the world are applying their knowledge coupled with critical reflection tools to act on and bring others along in making changes that improve the world. As such, they can be considered among a generation of “Solutionaries,” students who extend their understanding beyond typical boundaries to include a systematic application of their learning. Youth, in general, and young w
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Fet, Annik Magerholm. "Linking Sustainable Good Health and Well-Being to the Sustainable Development Goals: An Historical Perspective." In Towards Sustainable Good Health and Well-being. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61810-9_1.

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AbstractThe aim of this chapter is to provide an overview of the UN Sustainable Development Goals and their relevance for good health and well-being. Sustainable development is defined and then presented within three pillars: social, environmental and economic. The chapter examines these pillars and how they intersect with health.In 2000, out of the eight Millennium goals launched, six were directed at improving peoples’ health whilst the other two focused on environmental sustainability and partnership for development. The 17 SDGs launched in 2015 had 169 targets for 2030: often organised in
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Kuroda, Kazuo, and Lauren Nakasato. "The Historical Development of SDG4: Evolution of the Global Governance of Education." In Sustainable Development Goals Series. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4859-6_3.

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AbstractSustainable Development Goal 4 (SDG4) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. This chapter describes the historical development of SDG4 by tracing the history of three fundamental approaches to international education development underlying the goal: education for peace, education as a human right and education for socio-economic development. The approaches are then used to frame discussion of three prominent academic debates and perspectives in research in educational development: (1) the external and internal eff
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Buschke, Falko, Toka Mosikidi, Aliza le Roux, Lefu Mofokeng, and Bram Vanschoenwinkel. "Using Local Spatial Biodiversity Plans to Meet the Sustainable Development Goals." In Sustainable Development Goals Series. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15773-8_4.

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AbstractThe Sustainable Development Goals (SDGs) represent global development ambitions, but achieving these goals depends on local-level application. Many local governments, especially in countries with emerging economies, lack the capacity and resources to integrate SDGs into municipal planning. The feasibility of local implementation is particularly challenging in areas with rugged topography and international borders, such as the Thabo Mofutsanyana District Municipality, South Africa, into which the city of Phuthaditjhaba falls. Here we explore the suitability of existing spatial biodivers
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Ekici, Didem. "Bridging Cultures and Closing Equity Gaps: Leveraging Collaborative Online International Learning for Achieving SDG 4: Quality Education." In Sustainable Development Goals Series. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-76418-9_16.

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Conference papers on the topic "Sustainable Development Goal Four (SDG 4)"

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Buzov, Ivanka. "EDUCATION, MIGRATION AND SUSTAINABLE DEVELOPMENT - PERSPECTIVES OF AGENDA 2030." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/05.

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Global development programs from Agenda 21 (1992) to Agenda 2030 (2015) inevitably promote the importance of education for all, ie they call for equality in access to educational resources. Recognizing the reality of the emergence of a growing category of “mobile population” in the world and the challenges of regular and new migration, for the first time the current Agenda emphasizes the commitment to migration. In this context, it is challenging to monitor the links between migration issues and the highlighted objectives of the Agenda, with a particular focus on sustainable development goal 4
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Khan, Muhammad Noman, Salman Hameed, and Muhammad Asim Mushtaq. "Application of United Nation's Sustainable Development Goals (SDGs) in Exploration and Production Sector of Pakistan." In SPE/PAPG Pakistan Section Annual Technical Symposium and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/219511-ms.

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Abstract In September 2015, the United Nations General Assembly adopted the 2030 Agenda for Sustainable Development, which seeks to establish global consensus for the next 15 years. The 17 Sustainability Development Goals (SDGs), Figure 1, aim to address some of the world's pressing economic, social and environmental challenges. The relevance of each SDG to an Exploration and Production (E&amp;P) company depends on a number of variables, including the location, size, duration, project stage and public policies governing the company's activities, as well as the company's position in the value c
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Ihuoma, Chinwe. "Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.

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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year f
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Guerola-Navarro, Vicente, Raul Oltra Badenes, and Hermenegildo Gil-Gomez. "Practical example on how to plan and develop a participatory group dynamic through an online platform, in the pursuit of Sustainable Development Goal number 4 "Quality Education”." In INNODOCT 2021. Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13310.

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In the current conditions of university teaching, derived from the COVID-19 pandemic, where the need for social distancing has led to the move to online sessions through various technological platforms, one of the most complicated activities to develop are group dynamics. Taking advantage of the teaching content of the university subject "Organizational Behavior and Change Management", a plan has been designed and executed to ensure that, remotely and without face-to-face interaction, students are actively involved and participate in a practical session set out precisely as group dynamic. It i
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Ropiudin, Asep. "Bringing Sustainable Development Goals into Classrooms: Digital Picture books as Resources for Education for Sustainable Development." In 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.10.

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Sustainable development issues rarely become a discussion in classroom settings. Teachers tend to have limited understanding and negative attitudes regarding sustainability issues. Moreover, teachers aware of the importance of sustainable development usually struggle to find resources to discuss topics in the classroom. Not only do sustainability issues seem to be simplified in the textbooks, but the interconnection between subjects regarding sustainable development issues is minimal. Picturebooks can greatly nurture students’ awareness of sustainable development issues. Picturebooks can nurtu
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Slišāne, Agnese, and Alise Oļesika. "Entrepreneurial Skills – a Pathway to Sustainable Social Innovations?" In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.56.

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Along with globalization processes and adjustments – social and environmental problems that are challenging global sustainability in the labor market and society, it’s essential to ask whether the demand for education is also changing? Having regard to the fact that in 2015 United Nations (UN) member states adopted the 17th Sustainable Development Goal (SDGs) to address global challenges and emphasized the importance of quality education in Sustainable Development Goal 4 and The Organisation for Economic Co-operation and Development (OECD) countries have long recognized the need to develop ski
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Pauliukevičienė, Gintarė, and Jelena Stankevičienė. "ASSESSMENT OF THE IMPACT OF SUSTAINABLE DEVELOPMENT GOALS INDICATORS ON THE SUSTAINABLE DEVELOPMENT OF FINTECH INDUSTRY." In 12th International Scientific Conference „Business and Management 2022“. Vilnius Gediminas Technical University, 2022. http://dx.doi.org/10.3846/bm.2022.759.

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FinTech industry development creates the conditions for financial inclusion, which in turn enables the achievement of 8 out of 17 SDGs towards global sustainable development. Accordingly, to achieve sustainable econom-ic development, full financial inclusion and the SDGs, it is crucial to achieve sustainable FinTech industry development and clarify its relationship with the SDGs, since research to date is limited and examines the connection in the narrow sense. Therefore, this paper presents the pilot study on the contribution of SDG indicators to the sustainable FinTech industry development,
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Khuriyati, Nafis, Adi Djoko Guritno, Muhammad Prasetya Kurniawan, Nurulia Hidayah, and Jans Hendry. "Dissemination of SDGs 4, 9, 13 through Strengthening Curriculum for Senior Vocational High Schools." In 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.32.

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Education for Sustainable Development (ESD) plays a vital role in achieving the 17 Sustainable Development Goals (SDGs) and simultaneously addressing today's global challenges. The development of ESD in Senior Vocational High Schools (SMK) provides opportunities for teachers and students to contribute to achieving these goals. SMKN 1 Nanggulan was chosen as this study's object as it promotes a program and curriculum that aligns with Kulonprogo's necessity to prepare future leaders with technological and agricultural-based expertise. To obtain further information as a sharpening strategy for SD
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Klimova, Maria. "Sustainable Development Goals Calendar: The International Project." In Sixth World Professional Forum "The Book. Culture. Education. Innovations". Russian National Public Library for Science and Technology, 2021. http://dx.doi.org/10.33186/978-5-85638-236-4-2021-135-137.

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Russian National Public Library for Science and Technology and V. I. Vernadsky Nongovernmental Foundation collaborate in promoting the UN Sustainable Development Goals to libraries and other institutions of culture and education. In 2020, the new activity was successfully tested; it was to attract attention to SDGs with the contest of calendars. In 2021, the contest has expanded to the international project and comprised, beside competing calendars on SDG 11.4 «Preservation of the World Cultural and Natural Heritage», a series of supporting educational events. The background, development and g
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Saher, Smaha. "Addressing Geriatric Depression with Cognitive Stimulation Therapy." In 5th World Conference on Psychology and Behavioral Science. Eurasia Conferences, 2024. https://doi.org/10.62422/978-81-974314-9-4-014.

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The global rise in the elderly population has led to an increased prevalence of depression among geriatrics, necessitating effective therapeutic interventions. This study investigates the efficacy of Cognitive Stimulation Therapy (CST) in alleviating depression among geriatrics in Pakistan. CST, originally designed for dementia patients, has shown promise in improving cognitive functions and overall well-being. However, its adaptability and effectiveness within the Pakistani context has yet to be explored. This research aims to address this gap by evaluating the impact of CST on depression lev
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Reports on the topic "Sustainable Development Goal Four (SDG 4)"

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Haddow, Amanda, Daniel Edwards, and L. Hazelman. Sustainable Development Goal 4.b in the Pacific – A pilot study for monitoring tertiary education scholarships for development. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-739-7.

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United Nations Sustainable Development Goal (SDG) 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. SDG 4 includes 10 targets, of which Target 4.b aims to expand higher education scholarships for developing countries. Target 4.b leverages the benefits of international education to support countries in achieving SDG 4. For host and sending countries, the exchange of students across borders shares the societal benefits produced by tertiary education (knowledge, information, innovation) (Perna et al., 2014). The modality of scholarship
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.

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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and
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Cloney, Dan, David Jeffries, Stephanie Templeton, et al. Monitoring learning in the early years. A review of early childhood assessments to support global monitoring. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-746-5.

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Sustainable Development Goal 4 (SDG 4) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In relation to Early Childhood Education (ECE), SDG Target 4.2 aims to “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”. To operationalise this goal, the primary Indicator 4.2.1 sets out to measure the “proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex. The
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PIS
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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, 2017. http://dx.doi.org/10.53328/mwud6984.

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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in st
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Dembetembe, Gift, Xavier Raso-Domínguez, and Philippe Gugler. Engagements and disengagements of Multinational Enterprises with the United Nations Sustainable Development Goals: Where we are and where to go from here. Cantonal and University Library Fribourg, 2025. https://doi.org/10.51363/unifr.ewp.jqgg44.

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With five years remaining to reach the year 2030, only 17% of the Sustainable Development Goals (SDGs) have been achieved. Due to Multinational Enterprises’ (MNEs) considerable influence on the global economy and their impact on global sustainability, it is important to examine how MNEs contribute to the SDG agenda. Available literature in this domain acknowledges a lack of knowledge about the extent to which MNEs implement SDGs in their operations. To fill this gap, we juxtapose academic and practice literature to uncover actual engagements and disengagements of MNEs with SDGs. We synthesize
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Mehmood, Hamid, Surya Karthik Mukkavilli, Ingmar Weber, et al. Strategic Foresight to Applications of Artificial Intelligence to Achieve Water-related Sustainable Development Goals. United Nations University Institute for Water, Environment and Health, 2020. http://dx.doi.org/10.53328/lotc2968.

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The report recommends that: 1) Policymakers should conduct holistic assessments of social, economic, and cultural factors before AI adoption in the water sector, as prospective applications of AI are case- specific. It is also important to conduct baseline studies to measure the implementation capacity, return on investment, and impact of intervention. 2) To ensure positive development outcomes, policies regarding the use of AI for water-related challenges should be coupled with capacity and infrastructure development policies. Capacity development policies need to address the AI and Informati
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Galang, Ivory Myka. Is Food Supply Accessible, Affordable, and Stable? The State of Food Security in the Philippines. Philippine Institute for Development Studies, 2022. https://doi.org/10.62986/dp2022.21.

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Based on The Economist’s 2021 Global Food Security Index (GFSI), the Philippines ranked 64th out of 113 countries in terms of its four dimensions of food security. After the World War II ended, the world still had to contend with population explosion, hunger, and poverty. The Philippines, just like other countries in the world, was actively searching for solutions through the conduct of research and the implementation of various agricultural programs and nutrition programs aimed at increasing food production and fighting the widespread malnutrition, especially among Filipino children. Since th
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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GEM Centre: Completion report for Phase 3 funding, 2017–2020. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-743-4.

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This report describes the focus and outcomes of the third triennium (2020–2023) of the Global Education Monitoring (GEM) Centre partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT). The GEM Centre was founded by ACER in 2013 as a strategic research initiative to provide models of good practice for monitoring United Nations’ Sustainable Development Goal (SDG) 4: education for all. Over the last decade, the GEM Centre has successfully leveraged ACER’s and DFAT’s foreign policy and development exp
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