Can we afford an inclusive, fair and lifelong learning environment in next 15 years? (Part B)

Original Article: Ms. Bai Yi-jiun

Translated by: Eden Social Welfare Foundation

Starting with this point, the targets of SDG 4 not only mentions the primary education, but also secondary education (4.1), early childhood development, care and pre-primary education (4.2), technical, vocational and tertiary education (4.3). At the same time, it emphasized relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship (4.4), as well as literacy and numeracy (4.6), for the educational achievement and economic development goal can connect and create a synergy effect. Moreover, it stressed the importance of acquiring 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 (4.7), eliminating 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 (4.5).

photo Credit: @ I Marine Expeditionary Force11

For upgrading the quality of education, it focused on education facilities that are sensitive to children, disability and gender and provide safe, non-violent, inclusive and effective learning environments for all( 4a), calling supporters to substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes (4b), furthermore, increasing the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries (4c).

In addition to expanding primary education to pre-school, vocational and higher education, SDGs also address the structural issues such as education quality, learning environment, and education inequality. On a broader global vision, SDGs extensively take local, region and communities into consideration. Most importantly, SDGs stressed on tolerance, communication, and promoting peace in human interaction, working towards a human-oriented "holistic education". CEO of Zhi-Shan Foundation Taiwan, Mr. Jay Hung, who has abundant experiences of working on provisions of educational services in Taiwan and abroad, is well sentient of the point.

‘Because of Vietnam War, we started with providing medical assistance in Vietnam, but soon realized from our experiences in Taiwan that “education” can create the opportunity to eliminate poverty and promote social mobility. Through education, children have the ability to make their own decisions have the chance to graduate from poverty. Therefore, we launched the programs centered around child and youth development’, said Mr. Hung.

The core value of child and youth development programs implemented by Zhi-Shan Foundation is to “to grow up with you”. As Zhi-shan continuously accompanies the children and observes the educational needs in different regions, the average project period is about 10-year long. During the process, Mr. Hung realized that many newly developed programs are often derived from existing programs;  for example, Zhi-shan initiated to support orphanages in Central Vietnam, but soon found out that numbers of children in need are too many to take care of so they later extended their service to support underprivileged children to grow up with their original families and receive education until entering into labour market at later stage.

photo Credit: @ Max Pixel

Hung further elaborates Zhi-shan’s work. The organization started service provisions in the indigenous communities in Hsinchu County with scholarship and subsidy of the school meal. However, it soon discovered that there are many other educational needs, including the organization of field trips, enhancement of academic performances, cultural stimulation and training for teachers. Their child and youth development programs are not focused on provisions of material or phased out when children complete the certain educational stage. As far as Hung is concerned, the best way to practice educational development programs requires creating and maintaining a friendly environment, which includes efficient communications within communities and policy dialogues with governments, as well as sustainability.   

The nature of education is not purely "offering people training and knowledge for acquiring a decent job”. In SDGs context, the line of thought of education is becoming clearer. Mr. Hung offered a feedback on SDG 4 through Zhi-shan’s experiences: ‘Human potential and value can be emancipated through education, for everyone could live a respectful and decent life, being able to establish oneself, then help others to do so, and further reaching for the state of highest excellency.’

photo Credit: @ Capturing the human heart. @ Unsplash