Читать книгу The Wiley Handbook of Sustainability in Higher Education Learning and Teaching - Группа авторов - Страница 48

“Every child learns” is the strategic statement of the 2019–2030 UNICEF plan. UNICEF has been trying its best to make sure that every child in the world is literate and formally educated so that they can stand on their own. In a broad statement of sustainable development for the planet, SDG 4 is dedicated to higher education and was set with a very specific 2030 agenda. Important points were included in the agenda, keeping some essential factors in mind. The main aim of the agenda is to provide education and access to it to all equally. So, our recommendation or strategic thoughts toward meeting SDG 4, are as follows:

1 Primary and secondary education completely free to all: This is an important agenda in visualizing SDG 4 so that absolute poorest can access education, since primary and secondary education are important ladders to higher education for employment and sustainable growth in personal and professional life. As far as OBE is concerned, it has not much to do with primary and secondary education. However, if the OBE type of pedagogy is adopted right from the start, then that would greatly help in getting goals achieved well in time. In fact, many practices are used in schools and institutes that actually help teachers to assess the changes in their students, but a formal or procedural means assessment can help this sector to ensure that we can meet the agenda in time for 2030.

2 Equal access to quality education: Access not only to education but to quality education has to be ensured; only then can we think about achieving this part of the SDG 4 agenda.

3 Affordable technical, higher, and vocational education: Access to all levels of education, including technical and vocational, is envisaged in SDG 4. In fact, better assessment of OBE and SLOs can be ensured in vocational and technical education. This chapter has discussed this with the help of some case studies. As far as vocational education is concerned, it involves lot of practical experiences that help students to attain the SLOs efficiently. Moreover, the assessment is visible and measurable in this system of education. So, while aiming at achieving goals articulated under SDG 4, continuous evaluation, mapping, feedback, and remedial measures can be taken adaptively.

4 Skilled people for financial success: The focus on skills development in young students and adults has to be relentless, as a skilled workforce is very much required to achieve sustainable goals in education as well as other sectors. The relevant set of skills must be inculcated and developed with practical knowledge, in addition to accessibility to an education system that not only caters for conventional education but also delivers skills enhancement and development. A student's skills play a major role in their career growth and make graduates competent professionals able to work against all odds and hardships and enjoy continuous growth that in the end helps the sustainable growth of the organization where they are working. Universal growth is determined by growth for all and growth of all. As we know, OBE is mainly based on assessment and it becomes much easier to evaluate if a set of skills is present in graduates; relevant skills are essential factors in the overall growth of students as well as the workforce. Another point to be noted here is that financial gain or freedom is achievable by skilled persons. With formal education, a skilled candidate can always have financial independence and can contribute toward family, organization, and the universe.

5 No discrimination in education: Discrimination is the biggest obstacle in education at any level and thus there should be a drive toward appropriate awareness and motivation so that there is no discrimination at all in terms of race, gender, etc. OBE and SDG 4 both aim at holistic growth for all, which demands inclusive education and growth for all through equal access to education and equal opportunities for all.

6 Universal literacy: This is another point of the agenda that ensures literacy for all. In fact, there is a philosophy in India for a holistic way of education, growth, health and society. The vasudhaiv kutumbkam is the philosophy which means that the entire universe is a family. This can be a guiding principle in teaching pedagogy so that everyone in the world becomes literate, as education or proper literacy is the key to all growth and the eradication of all problems.

7 Global citizenship: The guiding philosophy also encourages everyone to be a global citizen, which makes candidates globally responsible for all.

8 Safe schools and scholarships for developing nations: This is also an important initiative for which the developed nations should come forward and help under‐developed and developing countries through scholarship assistance so that their students can also have opportunities for quality and higher education in reputed educational institutions.

9 Quality teachers in developing countries: The true impact of education lies in its quality and hence teachers imparting education at all levels need to deliver quality teaching. This again requires assistance and support from elite educational institutes and countries that should come forward and help others in providing appropriate quality education techniques, assessment measures, and a 360° feedback mechanism to check if quality education is being received by all.