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TOPIC

4th Sustainable Development Goal: Quality Education

The world has made a considerable progress in recent years to solve the issues of accessibility of education and its quality, nevertheless, 262 million children and youth aged 6 to 17 were still out of school in 2017, and more than half of children and adolescents are not meeting minimum proficiency standards in reading and mathematics. The quality of teachers and educational facilities in many countries of the world are behind the required standards and lack the potential for improvement. Children in less economically developed countries do not get equal opportunities as children in more economically developed countries and marginalized people in vulnerable settings do not even have access to acquire basic level of education. THIS CAN BE CHANGED IF WE STUDENTS GET MORE INVOLVED! With effective solutions we can solve issues and we can maintain and even increase the progress which is monitored by the Sustainable Development Goals Knowledge Platform. 

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COMMITTEES

Impact 1 (Equipment of Education Facilities)

In 2016, only 34%of primary schools in LDCs had electricity and less than 40% were equipped with basic handwashing facilities? In many regions of the world, children do not have things which are considered to be automatic by children in more economically developed countries such as desks, chairs, school supplies and many more. A study called, Assessing School Facilities in Public Secondary Schools in Delta State, Nigeria, carried out in 2012 is an example of how rural schools in one of the richest countries in Africa are maintained. Findings revealed that school facilities in the schools are generally in a state of disrepair. The findings further revealed that the maintenance carried out on school facilities were inadequate for the majority of the facilities. The factors encouraging school facilities deprecation included excess pressure on available facilities and delayed maintenance amongst others. This is just an example of one region, but millions of schools all around the world are dealing with the same issue of inadequate and often even dangerous equipment. The aim of this committee is to propose solutions how to improve the situation in mainly rural schools, especially with regards to spreading of electricity, quality of teaching equipment, and last but not least insufficient funding to carry on with maintenance. How can be quality development of educational facilities ensured all around the world taking into account difficulties that different countries have to face?

Impact 2 (Training of Teachers in LEDC Countries)

Majority of teachers in LEDC countries do not receive the necessary basic training, which is the most essential obstacle of this committee. According to the Enhancing teacher education in Africa carried out by UNESCO, there are four main areas which should be addressed in this committee. Strengthening existing pre-service programs, particularly through Information and Communication Technology (ICT)-supported blended training programs and successful ICT supported innovations, Strengthening teachers’ continuous in-service professional development, particularly through blended learning modalities and successful ICT supported innovations, Enhancing the capacity of teacher trainers with ICT competencies to improve the quality of teaching and learning, and Improving networks of teacher education/training institutions for promoting knowledge sharing on effective strategies and teaching practices. UNESCO has up till this point carried out more than 100 workshops in 10 countries to improve the training of local teachers, however, there are over 50 more countries that need similar treatment. The aim of this committee is to propose possibilities on how to more efficiently incorporate local government and how to manage more workshops simultaneously in more countries. How can we ensure more efficient training of teachers in sub-Saharan Africa and Northern Africa and Western Asia taking into account their political and economic situation?

Impact 3 (Participation of Pupils at School)

The participation rate in early childhood and primary education was 70 percent in 2016, up from 63 percent in 2010? Violence is one of the key features, why are children not allowed to enter schools. Children are oftentimes exploited at an early age, forced into labor, or trafficked by their own families. They are not even given the possibility to enter school. Recently, the United Nations have carried out a survey with more than 80 000 children from less economically developed countries. Those affected by community violence see their days surrounded by fear of extortion and manipulation by violent gangs and criminal networks, fear of being stigmatized as a danger to society and fear of being criminalized by the police. Despite the fact that 70% might look like a high number, but there are more than 2 billion children who cannot attain primary school education. The aim of this committee is to address all factors affecting the participation of youth at school and propose efficient solutions. How can the participation of pupils at schools be increased taking into account their socio-cultural background?

Impact 4 (Inclusion classes and their Impact)

The Impact of Inclusion Setting on Social Interaction and Psychological Adjustment of Students with Disabilities Is an article written in 2017 which proves that inclusion classes benefit students from both sectors. The most important results are the roles of inclusive in social interaction which are: increases social interaction between students with and without disabilities, empowers students with disabilities to feel efficient and capable, decreases the individual differences among students with and without disabilities. The roles of inclusive in the psychological process are: Including students with disabilities into the general education classrooms help meet their academic and social needs; including students with disabilities into general education, classrooms enables them to gain new skills. Nevertheless, there are still many countries, especially in Africa and Asia, which ban disabled children from entering school and do not support inclusion classes. Although all children have the right to an education, 32 million children with disabilities are not enrolled in school. To what extent do inclusive classes have a positive effect on pupils and how can we achieve more inclusive classes in less economically developed countries in regions where the rate of inclusive classes is the lowest?

Impact 5 (Discrimination in Education)

Global Campaign on Education made research in order to prove the psychological effect of gender-based discrimination on girls. According to the research, one-tenth of girls reported that they are unhappy being girls in their society. Reasons cited by the girls include restrictions on freedom, a lack of opportunities compared to boys and a feeling that they were less safe or faced more harassment. Often times it’s the factor of being a girl, that makes pupils not enroll in primary education. But this topic does only address the issue of age discrimination, but also discrimination based on orientation, religious belief, competencies and more. All over the world, homosexuals claim that they feel in danger and not welcomed. They are discriminated based on their orientation, and nobody takes into account their potential and talent. What is the impact of education discrimination on the future of pupils and to what extent can we monitor the degree of it in less economically developed countries?

Impact 6 (Development Morals in Education)

Committing a crime is often triggered by the past experiences of children. It is globally accepted that boys with accepting fathers are more likely to develop a strong conscience than boys who are rejected by their father. Rudiments of conscience and morality though appear in the preschool age they develop very rapidly during childhood. The warmth of home is one of the key features of the moral development of a child, but the majority of children do not have stable families, and schools fail to address this issue at school. As a result, a child develops its own morals which are full of hatred and misunderstanding. Socialization process also helps in the moral education of the child. The acceptable and unacceptable activities are categorized by society as dos and don’ts respectively. The child is taught to do this and not to do that. Nevertheless, is it acceptable to force certain moral beliefs at school? Many schools all around the world exploit the possibility of moral education to lead their students into a certain direction and belief and there is not a single governmental body monitoring that. To what extent should the development of personal morals be part of mandatory education in both less and more economically developed countries?

Impact 7 (Development of Emotional Intelligence)

According to Forbes, Emotional intelligence (EQ or EI) is one of the strongest indicators of success in business. Why? EQ is not only the ability to identify and manage your own emotions, but it’s also the ability to recognize the emotions of others. With a well-developed emotional intelligence, one can manage more activities and control negative emotions which might reflect in their work. Currently, modern society lives in a constant emotional state, sometimes furious, sometimes miserable, sometimes happy, and sometimes disappointed, but most of the time operating in an emotional state to a certain extent. Only schools in more economically developed countries implement emotional intelligence into school curricula through workshops and online courses. However, these are not available in less economically developed countries. At the same time, should we assess the capability of a student and worker based only on his or her emotional intelligence? Should the development and maintenance of emotional intelligence be one of the aims of modern education in countries all around the world?

Impact 8 (Virtual Classes and Connectivity as Part of Education)

The main issue of connectivity is the way how to connect students together and to opportunities in LEDCs. Despite the fact that virtual classes improve the education of youth, why should only some have the right and possibility of using it? As United Nations Secretary-General said, all youth should be equal, and by offering virtual classes and platforms such as but not limited to E-Assessment to some kids, and at the same time not others is simply unequal. Should the connectivity of students such as but not limited to E-Assessment be the right for every pupil all around the world?