Lack of trained teachers and adequate facilities, a big threat to SDG 4

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Lack of trained teachers and adequate facilities, a big threat to SDG 4

Obtaining a quality education is the foundation to improving people’s lives and sustainable development. Basic literacy skills have improved tremendously, yet bolder efforts are needed to make even greater strides for achieving universal education goals. For example, the world has achieved equality in primary education between girls and boys, but few countries have achieved that target at all levels of education.

Quality education and lifelong learning opportunities for all are central to ensuring a full and productive life to all individuals and to the realization of sustainable development.

Achieving this Goal will require intensified efforts—particularly in Sub-Saharan Africa and Southern Asia—targeted to vulnerable populations, specifically persons with disabilities, indigenous people, refugees and the rural poor.

Despite considerable progress in school enrollment, millions of children remain out of school, especially where educational systems struggle to keep up with population growth.
Data for 2011 indicate that only about one quarter of schools in Sub-Saharan Africa had electricity, less than half had access to drinking water, and only 69% had toilets (with many lacking separate sanitation facilities for girls and boys).
In some regions, most notably Sub-Saharan Africa, the lack of trained teachers and the poor condition of schools are jeopardizing the goal of quality education for all. Sub-Saharan Africa has the lowest percentage of trained teachers in all three levels of schooling:

74% in PRIMARY and

Central Asia, in contrast, has the highest percentages (above 90%) in all three levels of education.
In 2011, only aroundone quarter of schools in Sub-Saharan Africa had electricity andless than half had access to basic drinking water
Proportion of trained teachers at each education level, 2011 or latest available data (percentage)
Based on data from 65 developing countries, the median value of the percentage of schools with access to computers and the Internet for pedagogical purposes is above 70% in both primary and secondary education. However, the proportion drops below 40% for many countries in Sub-Saharan Africa.
Proportion of schools with access to computers for pedagogical purposes, 2014 or latest available year (percentage)

UNITED NATION’s The Sustainable Development Goals Report 2017

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