In this series, IDP Foundation reflects on new reports, events, articles, and key moments within education planning and discourse, asking questions of our partners and peers in order to learn and ideate on ways to improve the landscape and accelerate progress towards SDG 4.
In this series, IDP Foundation reflects on new reports, events, articles, and key moments within education planning and discourse, asking questions of our partners and peers in order to learn and ideate on ways to improve the landscape, and accelerate progress towards SDG4.
This year has been populated by a number of key moments for the shifting education landscape, which have brought a renewed sense of urgency, as well as productive conversations on how all stakeholders can work together to get progression to SDG4 back on track. One such key collaboration, formulated to align with the Transforming Education Summit (TES), which took place in New York City on September 19th, saw IDP Foundation (IDPF), alongside over 30 other foundations, sign a joint statement by philanthropic actors supporting education change and promoting increased inclusion.
Attending the Schools2030 Global Forum earlier this month in Tanzania, it was clear to me, and my fellow attendees, how valuable this space is for reflection, learning and collaboration. It encourages all-hands-on-deck to reimagine how stakeholders might work better together to achieve SDG4 by 2030. This goal is understandably ambitious, and therefore uniting the forces of all stakeholders is an absolute must, made more attainable by events such as this.
The UN has recently updated the context of its SDGs to reflect the shifting socioeconomic and health and wellbeing landscape in the wake of COVID-19. While the world is still in the grip of the pandemic and constantly adapting its response to this unimaginable crisis, the development sector has been forced to look at its pre-pandemic strategies, while assessing how to adapt. All stakeholders must now consider new ways in which we can tackle not just the immediate impact of COVID-19, but also the reality of this unconceivable setback to achieving systematic change.
As of January 1, 2016, the United Nations and its 193 Member States officially ushered in the Sustainable Development Goals (SDGs), a global agenda to end poverty by the year 2030. Made up of 17 goals that focus on a variety of initiatives like gender equality, health, and education, these goals recognize that social and environmental issues are interconnected and affect everyone in our global community.
Within the past decade, there has been a surge in low-fee private schools in some of the poorest countries across the globe. In 2010, there were an estimated one million private schools in the developing world; however, the fastest-growing group of these are small low-fee private schools, run by entrepreneurs in poor areas that cater to those living on less than $2 (USD) a day.