The promotion of quality education has re-emerged as an important policy objective across many countries during the past decade. For instance, the aims of Europe 2020 strategy (that was launched in 2010) were to improve the EU’s competitiveness and productivity that underpin a sustainable social market economy (EU, 2010 a,b). The strategy identified three priorities as the main pillars of this strategy:
- Smart growth—developing an economy based on knowledge and innovation;
- Sustainable growth—promoting a more resource efficient, greener and more competitive economy; and
- Inclusive growth—fostering a high-employment economy delivering economic, social and territorial cohesion (Pasimeni & Pasimeni, 2015).
Significant investments have already been made across the globe to raise relevant competencies that help to improve social outcomes (e.g. social inclusion, social equity and social capital) since these are known to affect educational and labour market success.
In a similar vein, the fourth United Nations’ Sustainable Development Goal (SDG4) and its 10 targets represent an ambitious and universal agenda to develop better skills for better lives. Five of its 10 targets are concerned with improving the quality of education for individual children, young people and adults, and to give them better and more relevant knowledge and skills. During the last few decades; major progress has been made towards increasing access to education at all levels; from school readiness among young children through achieving literacy and numeracy at primary school, increasing enrolment rates in schools particularly for women and girls to equipping young adults with knowledge and skills for decent work and global citizenship (UNSDG4, 2015). In this light, the SDG4’s targets are the following (UNSDG4, 2015):
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 pre-primary 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 (UNSDG4, 2015).
However, The Programme for International Student Assessment (PISA) the world’s most widely used global metric to measure the quality of learning outcomes, as well as its adult version, the Programme for the International Assessment of Adult Competencies (PIAAC), underlined that although many countries may have their children in school; only a proportion of them achieve adequate levels of proficiency by the end of lower secondary education (PISA, 2012). This finding does not augur well for economic, social and sustainable development.
Bolder efforts are required to make even greater strides to achieve the sustainable development goal of quality education for all. A centralised educational policy may help to achieve the desired outcomes. Well-laid out curricula are capable of successfully developing the full potential of lifelong learners. In addition, the government’s policies of taxation and redistribution of income may also help to counteract inequalities in some segments of society.
The provision of quality education introduces certain mechanisms that equip people with relevant knowledge and skills that they need for today’s labour market. Active employment policies are required to help unemployed people find work. The overall objective of the employability programmes is the reintegration of jobseekers and the inactive individuals into the labour market as well as the provision of assistance to employed persons to secure and advance in their job prospects.
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