Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half. There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.
Sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – yet large disparities persist. Children from the poorest households are up to four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.
The Arab region has made good progress on school enrollment. Gross enrollment rates increased from 15.5 percent in 2000 to 27 percent in 2014 at the pre-primary level; from 90.78 percent in 2000 to 99.75 percent in 2014 at the primary level; 61.07 percent in 2000 to 73.01 percent in 2014 at the secondary level; and from 18.6 percent in 2000 to 28.9 percent in 2014 at the tertiary level.
In 2013, Girl’s gross enrollment ratio in tertiary education (28.2 percent) was higher than that of boy’s in Arab countries (26.8 percent). The highest tertiary enrollment rates for girls are observed in Saudi Arabia (59.9 percent in 2014) followed by Bahrain (56.5 percent in 2014). Figures are much higher for gross enrollment ratio in primary education, reaching 96.1 percent for girls and 103.2 percent for boys in 2013.
However, increasing armed conflicts and other emergencies, and accompanying increases in levels of poverty in several countries in the region are increasing the number of children out of school. Half of Syria’s school-aged children are not in school –2.1 million inside Syria and 700,000 Syrian refugee children in neighboring countries.
Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, to eliminate gender and wealth disparities, and achieve universal access to a quality higher education.
- By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
- By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
- By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
- 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
- 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
- By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
- 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
- Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
- 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
- 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