goal 4

Targets

4.1)   By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

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In 2010, Ericsson partnered with the Earth Institute at Columbia University and Millennium Promise to launch “Connect To Learn,” an education initiative that has provided scholarships and ICT technologies to schools in remote, impoverished areas worldwide. The project has been implemented in 22 countries and has improved the lives of 50,000 students, especially girls. After deploying 3G networks to eight sites in Northern Ghana SADA with mobile operator Tigo, Ericson has launched Connect To Learn in all 11 of the Millennium Villages in sub Saharan Africa.   In other parts of the world, Ericsson has partnered with Mobitel and Open University of Sri Lanka, Ericsson is also providing teenage girls in Sri Lanka’s farming communities with ICT and computer literacy education. Myanmar hosts the biggest project to date, with 12000 girls due to benefit in the next 2 years.

Achieving inclusive and equitable quality education for all is critical to creating sustainable and growing societies that enable opportunities for everyone to achieve more.  In today’s world, that cannot happen without access to ICTs – specifically ubiquitous, robust, and affordable access to the Internet and all of the information that connectivity makes available.  Students without this access are at a real disadvantage without the ability to benefit from the most up-to-date content and experiences that are available through the Internet.  As part of its affordable access initiative, Microsoft works with partners around the world to deploy cost-effective connectivity solutions for schools and communities to address this problem.  Through these projects 104 k-12 schools and 9 universities on 5 continents have been connected to the Internet, covering a population of over 400,000 people.  The first of these projects, connecting Gakawa Secondary School in Nanyuki, Kenya, launched in 2013 – connecting its students to the wider world for the first time. According to the school principle, since the program launched “students’ academic performance has shot up and their grades improved greatly in National Exams (KCSE) unlike the past.” This problem is not only in developing countries. In Virginia, USA, schools are connected, but many students have no connectivity at home to help with homework. The Virginia project is focused on extending the coverage from the schools into the surrounding community.

Camfed is an international non-profit organization tackling poverty and inequality by supporting girls to go to school and succeed, and empowering young women to step up as leaders of change. Pearson partnered with Camfed on a project funded by the UK Department of International Development (DFID), and supported by relevant national Ministries of Education, to transform educational opportunities and outcomes for girls from low-income communities in Zimbabwe and Tanzania. Leveraging one of the company’s core areas of expertise, Pearson supported Camfed to develop learning resources, with input from students, that are gender-sensitive and relevant to young people’s experiences, future employability, and success. The My Better World curriculum and workbook help students to build self-knowledge, discover their talents, build resilience, select role models, set goals, and learn how to achieve them. Graduates of Camfed’s programs in the poorest rural communities are trained to become ‘Learner Guides’, who serve as young female role models for girls and boys still in school. In 2014, Pearson made a commitment to develop a BTEC – one of the world’s most sought after applied learning qualifications – tailored to the unique needs of Learner Guides. 5,000 Learner Guides will have the opportunity to achieve a BTEC, and will teach and mentor over 150,000 girls and boys, using the My Better World curriculum, to help improve their attendance, retention, and learning at secondary school – creating a virtuous cycle of learning and empowerment. The Camfed Learner Guide Program supported by our partnership has so far reached more than 60,744 vulnerable girls in Zimbabwe and Tanzania to enroll in secondary school and empowered over 400,000 girls and boys to improve their educational experience and learning outcomes.

4.2)   By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

PPL

PPL Corporation places an emphasis on pre-school education, particularly in the subjects of science, technology, engineering and math (STEM) and low-income student programs. Working closely with one Pennsylvania community partner – Community Services for Children (CSC) – PPL has provided significant funding to provide subsidies and scholarships to low-income students in distressed neighborhoods for high-quality pre-K education programs. Annually, 30 children from low-income households are able to attend Head Start or high-quality pre-k programs.

In addition, PPL worked with CSC to found the Newton School program, which provides high-quality, STEM focused pre-kindergarten education to 20 children annually. Through funding provided by PPL, the program also provides training for early childhood educators to help expand the curriculum beyond the neighborhoods currently served by the CSC schools.

4.3)   By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

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For years, Google has provided free Google App accounts to educational institutions across the Asia Pacific region. For example, Google provides Google Apps and YouTube Live at no cost to the Asia-Pacific Network Information Centre, the regional Internet registry in the Asia-Pacific region.  In countries like Thailand, the company has partnered with governments to ensure that the technologies disseminate to institutions across the country. Moreover, to ease the transfer process, Google offers technical workshops and consultations to teachers.  In 2013, Malaysia received Google Apps for 10 million students, parents, and teachers as well as Chromebooks for its primary and secondary schools. The initiative is part of the country’s plan to transform its educational system by providing advanced technological tools to facilitate the learning process and put the country on the path to development.

4.4)   By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

Promoting technical education and training are core values of Pirelli, ingrained in the company’s 140-year history. Technical training is particularly important for Pirelli to create a skilled labour team to optimize factory productivity. From providing automotive maintenance classes in an Egyptian Secondary School, IT training to students in Brazil, extensive teaching programs in Turkey backed by Pirelli volunteers, or scholarships to outstanding management course students at the Qingdao University for Science and Technology in China; Pirelli aims to support employment and education opportunities around the world through its various programs and collaborations that uphold its brand DNA of excellence and innovation.

4.5)   By 2030, eliminate 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

Pearson's 'Every Child Learning' partnership with Save the Children. Through Pearson’s Every Child Learning partnership, they are funding Save the Children, an international non-profit organization helping children in need around the world, to establish two informal education centers in Amman, Jordan. These centers expect to support 1,400 Syrian refugees and host community children aged between 5 and 13 years old to integrate into the formal education system. Pearson is also investing £1 million in the co-creation of new product and program solutions to improve the quality of education for refugee and host community children in Jordan. The ambition is that solutions can be adapted, scaled, and replicated in other emergency and conflict-affected contexts. In 2015,Pearson conducted in-depth field research in Jordan to understand how Syrian and Jordanian families engage with educational resources in times of conflict-affected transition. The research will provide insights into our solutions development process, helping ensure that any intervention we develop is beneficial and relevant to the unique needs of Syrian refugee and host community children.

4.6)   By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.7)   By 2030, ensure that all learners acquire 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

Novozymes works with various educational institutions around the world through its “Citizymes” program to provide biotechnology education to learners of all ages in efforts to promote sustainable development and environmental responsibility. Its Citizymes project has reached 123,000 learners since its start in 2011. Novozymes has strengthened its commitment to education with a new target to educate one million people about the potential of biology from 2015 to 2020.  In Brazil, partnering with the Municipal Department of Education in Araucaria, “Biotechnology goes to school” has to date reached over 3500 students and teachers. It is now bringing the SDGs to the attention of young people and is partnering with SESI (Federation of Industries of the State of Paraná (FIEP)).  By the end of 2016 "EDUCATE" Brazil will develop three interactive digital books in areas related to Biology, Biotechnology and Sustainability that will be made available in Portuguese, Spanish or English and free of charge at app stores, through partnership with StoryMax.  In India, Novozymes organized “Voice for Biotech,” a public-speaking competition that gives university students the opportunity to present on biotechnology’s role in food security, biofuels, healthcare, and other areas. The first competition in 2013 had 2500 participants from 68 universities across the country. Winners were awarded cash prizes and internships at Novozymes’ R&D facility in Bangalore. 

Means of Implementation

4.a)   Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all 

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IBM has partnered with RTI International, a leading non-profit research institute, to improve development approaches in Africa through data analytics. By employing advanced technologies, researchers hope to capture data that would provide insight to policy leaders for more sustainable programs and sounder investments. IBM and RTI are launching an initiative in Mombasa County, Kenya to help transform the education system. Working with the Kenyan Ministry of Education and USAID, teachers, principals and administrators in more than 100 schools will be provided with tablet devices that will capture data about students and the facilities. From the information acquired, leaders will have a better understanding of current progress and challenges as well as be able to offer recommendations for improvement. 

4.b)   By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries 

4.c)   By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States