联合国教科文组织发布sdg4全球调查报告 Cice Shnu Edu Cn

Full report available in English and French. Highlights available in English, French, Spanish and Arabic. In 2022, the United Nations Transforming Education Summit responded decisively to mobilize action, ambition and solidarity as well as to elevate education to the top of the political agenda. This powerful mobilization led to 143 countries presenting national statements of commitment, demonstrating their political resolve to reimagine and transform their education systems. On the Summit’s first anniversary, UNESCO invited its Member States to participate in the Survey on Country Actions to Transform Education and report on how they have translated their commitments into actions. The report emphasizes that education must adopt a holistic, lifelong and comprehensive approach that addresses the development and well-being of individual learners and society.

Transforming education requires placing inclusion, equity and gender equality at the core of policies and interventions. It also requires more and better education financing, and investments in the teaching profession. 4.1 到2030年，确保所有男女童完成免费、公平和优质的中小学教育，并取得相关和有效的学习成果。 4.2 到2030年，确保所有男女童获得优质幼儿发展、看护和学前教育，为他们接受初级教育做好准备。 4.3 到2030年，确保所有男女平等获得负担得起的优质技术、职业和高等教育，包括大学教育。 4.4 到2030年，大幅增加掌握就业、体面工作和创业所需相关技能，包括技术性和职业性技能的青年和成年人数。

4.5 到2030年，消除教育中的性别差距，确保残疾人、土著居民和处境脆弱儿童等弱势群体平等获得各级教育和职业培训。 <img decoding="async" class=" wp-image-37770 alignleft" src="https://e4k4c4x9.delivery.rocketcdn.me/en/wp-content/uploads/sites/15/2020/06/sustainable-development-goal-4.jpg" alt="SDG 4" width="299" height="299" srcset="https://e4k4c4x9.delivery.rocketcdn.me/en/wp-content/uploads/sites/15/2020/06/sustainable-development-goal-4.jpg 350w, https://e4k4c4x9.delivery.rocketcdn.me/en/wp-content/uploads/sites/15/2020/06/sustainable-development-goal-4-300x300.jpg 300w, https://e4k4c4x9.delivery.rocketcdn.me/en/wp-content/uploads/sites/15/2020/06/sustainable-development-goal-4-150x150.jpg 150w" sizes="(max-width: 299px) 100vw, 299px" />Education enables upward socioeconomic mobility and is a key to escaping poverty. Over the past decade, major progress was made towards increasing access to education and school enrollment rates at all levels, particularly for girls. Nevertheless, about 260 million children were still out of school in 2018 — nearly one fifth of the global population in that age group. And more than half of all children and adolescents worldwide are not meeting minimum proficiency standards in reading and mathematics. In 2020, as the COVID-19 pandemic spread across the globe, a majority of countries announced the temporary closure of schools, impacting more than 91 per cent of students worldwide.

By April 2020, close to 1.6 billion children and youth were out of school. And nearly 369 million children who rely on school meals needed to look to other sources for daily nutrition. Never before have so many children been out of school at the same time, disrupting learning and upending lives, especially the most vulnerable and marginalised. The global pandemic has far-reaching consequences that may jeopardize hard won gains made in improving global education. 在2024年全球教育会议（2024 Global Education Meeting）召开之际，联合国教科文组织发布了《变革教育以实现可持续发展目标4：关于国家教育变革行动的全球调查报告》（Transforming education towards SDG 4: Report of a global survey on country actions to transform education），重点介绍了各国为教育系统转型而采取的具体行动案例，总结并强调了对各国教育变革至关重要的七种方式。 调查报告强调了采用因地制宜的方法来实现教育转型的必要性。报告提出，变革性行动包括渐进或小规模的改进和广泛的系统性变化，这些变化更加符合新的社会契约中不断变化的学习需求。各国不仅有不同的优先领域，而且具有不同的经济和社会文化条件，这些条件都是影响决策的重要因素。教育变革需要结合每个国家的独特国情因地制宜。

各国必须优先考虑和保障融资工作，必须采取创新措施来加速转型。报告指出，如果没有足够的资金，教育质量可能会下降，从而对无数学习者的未来产生不利影响。因此，各国必须增加对教育的所有来源的投资，包括国际援助和创新融资。同时，各国须确保高效地利用资源，加强治理，以实现其可持续发展目标4的具体目标。 全纳、公平和性别平等是可持续发展目标4的核心，所有国家都报告了在教育领域实现全纳、公平和性别平等的行动。尽管如此，不少国家仍然存在此方面的重大挑战，特别是对难民和流离失所的儿童和青年而言，他们面临被教育排斥的高风险。报告强调，完全达成此方面的目标需要有针对性的战略和系统性变革，以确保所有学习者都能平等地获得优质教育，这对于实现 2030 年可持续发展目标至关重要。 数字化转型对于教育变革至关重要，各国都专注于加强连通性、数字资源的质量和教育工作者培训的水平。虽然许多国家已承诺扩大互联网接入并整合数字工具以促进公平和全纳，但仍需要解决数字内容的质量问题，并确保数字平台的可访问性和安全性。该报告指出，这项工作以全纳性、公平性、质量和可访问性原则为指导，需要防止数字化转型对当下的技术获取方面不平等现象的加剧。 7月4日，联合国教科文组织《全球教育监测报告2021/2》中文版和《联合国2030年可持续发展议程教育目标（SDG 4）中国进展报告（2015—2021）》发布会暨教育高质量发展国际研讨会在京举办。教育部副部长王嘉毅、联合国教科文组织教育助理总干事斯蒂芬妮亚·贾尼尼出席会议并致辞。 会议指出，中国高度重视教科文组织的引领作用，积极为全球教育发展变革提供支持。这是双方合作落实2030教育议程的又一重要成果。同时呼吁教育研究者和政策制定者积极推动教育变革和创新。 贾尼尼感谢中国为实现联合国可持续发展教育目标做出的努力和贡献，高度赞赏中国用信息技术增进教育共同利益的示范作用。

createContPageHTML(1, 0, "t20230705_1067381", "html","moe-detail-page-set"); 在教科文组织统计研究所和《全民教育全球监测报告》的支持下，可持续发展目标4基准制定进程响应了《2030年教育行动框架》的呼吁，该框架要求各国制定“适当的中期基准…… 以应对与长期目标相关的问责缺失问题”。​ 总体而言，79%的国家已就可持续发展目标4的8项指标中的至少1项，提交了将于2025年和2030年实现的基准或国家目标。除了所有国家都有共同基准的公共支出指标外，提交率最高的2项基准指标是幼儿教育入学率（72%）和完成率（65%）。提交率最低的2项指标是高中教育完成率性别差距（36%）和学校互联网连通性（32%）。​ 总体来看，计分卡显示各国在实现可持续发展目标4的国家基准方面进展不足。在小学互联网连通性方面（仅偏离目标3个百分点）和具备最低资质要求的学前教师方面（仅偏离目标2个百分点），进展接近各国的国家基准。而其余6项指标的进展则明显偏离目标。各国在2项指标上甚至出现了倒退：男孩处于劣势的国家的性别差距扩大（差距从6.8个百分点扩大到了9.5个百分点）；此外，公共教育支出也出现下降（中位数国家从13.8%降至12.7%，进一步偏离公共支出总额 15% 的最低基准）。​ 在数据覆盖最全面的3项指标中，指标水平高于95%和/或取得快速进展的国家比例分别为：幼儿教育入学率40%，高中教育完成率28%，公共教育支出21%。然而，仍有很大一部分指标或缺少数据，或数据不足，无法确定发展趋势。这些数据缺口阻碍了对进展情况的全面评估，尤其是在最低熟练程度指标方面。​ 在所有国家都提供2025年的数据之后，最早要到2027年才能核实2025年基准目标的实现情况。在此期间，重点将放在各国实现其基准目标的可能性上。根据各国近期的进展速度以及从历史数据（2000年至2015年）中观察到的进展范围，各国被分为6类。其中4类反映了自2010年或2015年以来的进展速度及其对实现基准目标可能性的意味，另外2类则存在数据缺失的情况。对于没有国家基准（无论是提交的还是从国家部门计划中提取的）的国家，将对照可行基准评估其进展。如前所述，这些可行基准根据2000-2015年期间进步最快的前25%的国家的平均进展速度，针对每个指标进行估算，并因指标的起始值而异。​

A volunteer teacher gives a lesson to children in a camp for displaced people in eastern Myanmar. Between 2015 and 2023, the primary school completion rate increased from 85 per cent to 88 per cent, the lower secondary completion rate from 74 per cent to 78 per cent, and the upper... However, only two in three children in sub-Saharan Africa complete primary school on time. Progress in upper secondary completion slowed from 1.3 percentage points annually (2010-2015) to 0.9 percentage points annually (2015-2023), with Oceania experiencing negative growth. Yet some regions made notable progress. Eastern and South-Eastern Asia was the fastest growing region, with the completion rate climbing from 63 per cent in 2015 to 74 per cent in 2023.

Globally, girls' completion rates exceed those of boys by 2 to 3 percentage points in both primary and secondary education. At the upper secondary level, girls hold a notable advantage, with a 14 percentage-point gap in Eastern and South-Eastern Asia, 8 points in Latin America and the Caribbean, and 4 to 5 points in... In Central and Southern Asia and sub-Saharan Africa, boys maintain a slight lead of 2 to 3 percentage points. These regional disparities underscore the need for targeted efforts to achieve equal educational opportunities for all children. Based on the 2022 Programme for International Student Assessment test at the end of lower secondary school in 81 member and partner countries of the Organisation for Economic Co-operation and Development, from 2018 to... Reading scores declined by 10 points, twice the previous record.

Reading proficiency followed a downward trajectory for a decade prior to these results; mathematics scores were relatively stable from 2003 to 2018. An unprecedented drop highlights the profound impact of the COVID-19 pandemic on global education.

People Also Search

• 联合国教科文组织发布SDG4全球调查报告 - cice.shnu.edu.cn
• Transforming education towards SDG4. Report of a global survey on
• Sustainable Development Goal 4: 优质教育 | 联合国在中国
• Sustainable Development Goals (SDG 4) | United Nations Western Europe
• 教育资讯 | 联合国教科文组织发布sdg4全球调查报告
• 《全球教育监测报告》中文版和《联合国2030年可持续发展议程教育目标中国进展报告》发布会暨教育高质量发展国际研讨会在京举办
• 可持续发展目标4—2030年教育，全球/地区性协调、监测和支持
• 联合国教科文组织：《福塔雷萨宣言》推动全球教育变革前行
• 可持续发展目标4计分卡看板 | Unesco
• SDG Indicators - UNSD