Comprehensive sexuality education is an essential part of a good quality education that helps prepare young people for a fulfilling life in a changing world. It improves sexual and reproductive health outcomes, promotes safe and gender equitable learning environments, and improves education access and achievement. This paper, produced jointly with the Section for Health and Education at UNESCO, discusses how governments can overcome social resistance and operational constraints to scale up these programmes as part of their commitment to SDG 4, the global education goal.
The High-level Political Forum (HLFP) is the central platform for follow-up and review of the 2030 Agenda for Sustainable Development and the Sustainable Development Goals, provides for the full and effective participation of all States Members of the United Nations and States members of specialized agencies.
The 2019 HLPF, from 9-18 July, looked at the fourth Sustainable Development Goal on education (SDG 4) for the first time.
Three new publications were launched to mark the occasion:
Beyond commitments how do countries implement SDG 4
Produced under the auspices of the SDG - Education 2030 Steering Committee, this special report shows the different ways that countries have taken on the challenge of implementing SDG 4 at the national level. It showcases good practices from countries that have reflected SDG 4 in their policies since 2015 and suggests a new framework for assessing the extent to which their policies match their 2030 commitments in the future.
Meeting commitments: are countries on track to achieve SDG 4? Co-produced with the UNESCO Institute for Statistics, this paper highlights the first ever projections for SDG 4 targets. A third of the way to 2030, it shows that the world is drastically off track. By 2030, one in six children, adolescents and youth will still be out of school. Only six in ten young people will be completing secondary education.
Let's work together- Education has a key role in helping achieve the Sustainable Development Goals A six-part cartoon highlights the links and synergies between education and many of the other sustainable development goals. The cartoon shows the importance of sectors working together to achieve their aims.
The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report. In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts (gender norms and institutions) and key education system characteristics (laws and policies, teaching and learning practices, learning environments, and resources). The framework also looks at the relationship between education and selected social and economic outcomes.
The conditions under which migrants and refugees have to leave their homes and homelands can be traumatic in the extreme. Whether they have crossed the Mediterranean in an overcrowded and unsafe boat, been barricaded in a Syrian basement for protection from shelling, or been chased away from a burning village in Myanmar, the events of their departures and their journeys can leave scars on those affected – and none more than on children who have witnessed and experienced death, loss, violence, separation from family and prolonged insecurity. Even those fortunate enough to find a sanctuary often face further hardship or discrimination in their host communities that can exacerbate their vulnerability.
Being on the move, whether as a migrant or a forcibly displaced person, has gender-specific implications both for education responses and for education outcomes. In a few cases, movement creates opportunities to break free from social moulds, but in others, it exacerbates gender-based vulnerability. Meanwhile, the education and skills that women have or gain can affect their ability to exercise agency or mitigate vulnerability in migration and displacement contexts. This calls for a gender lens to be used in analyses of education.
The 2019 GEM Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.