1985–2005 period, one extra year of education is associated with a reduc-tion of the Gini coefficient by 1.4 percentage points. Jt4��Ǥ��T�p���@:H���aL�H�w!�H�w`9$1p��� (�� /Length 90994 Worldwide, in 2013, two thirds of the 757 million adults (aged 15 and over) who were unable to read and write were women. Gathering "all of Iraq" to understand peace. proficiency standards in reading and mathematics. 103 million youth worldwide lack basic literacy skills, and more than 60 percent of them are women. @�U�"�@3�M�L�i|3��8��0�7�&��1�8 ��t���OC�f�&f�FF;F��1w�4|.���3�>`�ð h���x�UÁ4#��L ����ǩd�3��l�H0�0 l�% endstream endobj 136 0 obj <>/Filter/FlateDecode/Index[16 86]/Length 22/Size 102/Type/XRef/W[1 1 1]>>stream 0000037234 00000 n The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half. In 6 of 24 sub-Saharan African countries with data, fewer than half of the students who finished their primary schooling had attained minimum proficiency levels in reading. Disparities in education along the lines of gender, proficiency in reading and mathematics. Many developing countries still lack basic infrastructure and facilities to UNITED NATIONS TRANSFORMING OUR WORLD: THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT sustainabledevelopment.un.org A/RES/70/1 Globally, there has been little progress in the percentage of primary school (�� (�� 0000006307 00000 n (�� (�� 102 36 e.g 4.1 & 4.6 with 4.5 as cross- cutting), 2019 • All countries have better (�� 0000019356 00000 n Groundbreaking data tackles child malnutrition in Honduras. Progress has also faced tough challenges in developing regions due to high levels of poverty, armed conflicts and other emergencies. About half of all out-of-school children of primary school age live in conflict-affected areas. Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. Some 750 million adults – two thirds of them women – remained illiterate in (�� 0000002269 00000 n United Nations Development Programme, Programme of Assistance to the Palestinian People, By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes, By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education, By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations, By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development, Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all, By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries, By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.