What is SDG4?
The Sustainable Development Goals (SDGs), otherwise known as the Global Goals, were adopted by the United Nations in 2015, succeeding both Agenda 21 (1992) and the Millennium Development Goals (2000). Composed of 17 goals, this 2030 Agenda for Sustainable Development comprehensively codifies the organisation’s (and its member states’) global, collaborative, and integrated efforts towards “peace and prosperity for people and the planet, now and into the future,” precisely by 2030 (United Nations, 2015). The fourth of these, called SDG4, is officially termed “Quality Education” and seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” In other words, it prioritises, among others, improving the quality of education available to people, expanding access to standard education by the vulnerable, and eliminating disparities in education between people of different sexes, ages, ethnicities, socioeconomic statuses, and so on.
Therefore, at least two factors are in view here – access and quality – and as with the other 16 SDGs, this goal has both targets and means of implementation (ten in total) which serve to provide a roadmap for taking action, each identifying relevant stakeholders and role-players. The purpose of this essay is to systematically, concisely, and practically elucidate the role which students have to play in the attainment of this goal, emphatically demonstrating their indispensability and providing insightful recommendations for optimising their engagement in it.
No Students, No SDG4
According to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute of Statistics, a student is “an individual who is enrolled in an education programme for the purpose of learning” and refers mainly to those aged 18 – 20 and above. A cursory look at the content of SDG 4 may seem to indicate that students don’t have a role to play (especially considering that the word “student” is not even mentioned), but a thoughtful consideration of each target reveals otherwise—that in fact, students are central and indispensable to its attainment, and their active engagement at several levels will significantly accelerate this.
Instrumental to Means of Implementation
For instance, aside from the fact that students (learners) are the object of the goal as a whole, it is obvious that those in higher education contribute to the creation of inclusive and effective learning environments (target 4.A), take advantage of scholarships and opportunities provided (4.B), go ahead to undergo trainings to become qualified teachers (4.C), and even contribute to other students’ acquisition of knowledge and skill necessary for sustainable development (4.7).
More specifically, students are crucial in the three means of implementation for SDG4 –
- “build and upgrade safe and inclusive learning environments” – by not discriminating against other students on any grounds but treating them all equally, by not perpetuating any negative stereotypes that endanger or disadvantage certain groups, by refraining from violent activities, and by working to cultivate an atmosphere of togetherness conducive to learning and ensure that no one is left behind, particularly those with disabilities or special needs;
- “expand higher education scholarships for developing countries” – by not only taking advantage of, but also sharing with other students scholarships and opportunities for vocational training, Information and Communications Technology, technical, engineering and scientific programmes, especially those who may not have the means of getting access to such information;
- “increase the supply of qualified teachers in developing countries” – by undertaking teacher training and joining the education workforce, especially in primary and secondary schools in rural areas, by supplementing the workforce during their National Youth Service or as volunteers during school breaks or Industrial Training (especially those in the education field).
Advocacy and Innovation
Beyond the walls of the classroom, students can also participate in advocacy efforts to (1) raise awareness of the problems which SDG4 seeks to address, the targets and means through which it seeks to address them, the roles of various groups and members of the public (e.g., households, government and its ministries, communities and community leaders/stakeholders, religious organisations, NGOs, etc.), (2) drive support for some of these stakeholders, e.g., NGOs, and (3) push for policy changes where necessary for the realisation of certain components of the SDG. These advocacy efforts may be through social media campaigns, rallies and walks, TV and radio broadcasts, public speaking forums, and so on.
They can also brainstorm and provide innovative ideas through forums such as the Model United Nations, TEDx, Nigerian Youth SDGs, policy paper or essay competitions, intellectual debates and discussions, and other events hosted on campuses for contributing towards policy making. These innovations may often incorporate and leverage technological advancements and tools (e.g., software programming, data science and analysis, Artificial Intelligence, cybersecurity etc.) to address the problems under consideration, and they may be further publicised through social media, among others.
Enforcing Accountability for Stakeholders
In addition, students may engage as members of the fourth estate (i.e., the press) to spotlight problems, advocate for change, report inefficiencies, and hold stakeholders accountable with regard to the attainment of SDG4. Many investigative reports published by both local and international outlets chronicling gross deficiencies, reprehensible misappropriations, and neglect with far-reaching consequences have been conducted by campus (or student) journalists and have been considerably pivotal in bringing about the needed change.
Even outside the fourth estate, students may utilise the media and similar platforms in reporting incidents and raising issues relating to SDG4, and by this enforce accountability for stakeholders such as government, ministries, departments, agencies, corporate bodies, and so on.
Contributing to Other SDGs
Furthermore, the integrated nature of the SDGs is such that action in a particular area will affect outcomes in others, and so students can bring about positive outcomes in SDG4 by contributing towards other related SDGs. For example, 13-year-old Kiki who lives in the village cannot trek to school whenever there is a flood (environmental disaster due to climate change, SDG13), disease outbreak (possibly due to pollution and/or poor sanitation, SDGs 3 & 6), no food at home (SDGs 1 & 2), or when she is on her period because she lacks sanitary pads (gender inequality and hygiene/health, SDGs 5 & 3 respectively). Therefore, by participating in initiatives (many of which are often student-led) which seek to address the problems identified by certain other SDGs (such as the ones listed above), students will indirectly be contributing to the realisation of SDG4.
Preventive Measures and Sustainable Lifestyles
Moreover, the role of students in the actualisation of SDG4 is not limited to dos only but also includes don’ts, i.e., preventive measures against some of the problems this SDG addresses. For instance, poverty and broken homes have been identified to contribute significantly to the likelihood of a child being out of school (UNICEF Nigeria, 2022). Out-of-wedlock births resulting from irresponsible sexual behaviour often increase the incidence of single parenting, poverty, hunger, and poor parental care, which will in turn contribute to the proportion of out-of-school children (Alpern, 1999). Therefore, by avoiding unplanned pregnancies and adopting responsible practices, students can prevent the vicious cycle of poverty (alongside its consequences in education) and make a sustainable society possible.
Finally, by adopting sustainable lifestyles (i.e., lifestyle choices that reflect an understanding of the SDGs and the importance of sustainable development), students can work to ensure that inclusivity and equitable access to quality education are achieved. For example, by reducing waste, conserving energy, promoting a culture of respect for the environment, utilising safe and sustainable technology for learning, seeking and sharing lifelong learning opportunities, and living with regard for the special needs of others (who may be less privileged), they contribute to a society conducive to the attainment of SDG4.
Conclusion
In conclusion, students are indispensable in advancing SDG4 through their involvement at various levels, whether personal, communal, social, political, or cultural. As the object of the SDG, they take advantage of the opportunities which it seeks to provide and share them with others who will benefit. They are instrumental to the means of implementation as stipulated in the SDG, drive innovation and contribute to advocacy efforts, enforce accountability for stakeholders, participate in initiatives to promote other SDGs which will ultimately lead to positive outcomes for SDG4, and adopt preventive measures as well as sustainable lifestyles to advance an overall culture of sustainability suitable for the attainment of SDG4. It is therefore imperative for students to be well acquainted with their role and its multifaceted nature, and efforts should be geared towards promoting sensitisation to optimise their engagement for sustainable development in their communities.
References
Alpern, A. (1999, December). Poverty among Children Born Outside of Marriage: Preliminary Findings from the National Survey of America’s Families. The Urban Institute. Retrieved from https://www.urban.org/sites/default/files/publication/69846/409295-Poverty-among-Children-Born-Outside-of-Marriage.PDF
Global Goals. (n.d.). Goal 4: Quality Education. Retrieved from https://www.globalgoals.org/goals/4-quality-education/
UNESCO Institute for Statistics. (n.d.). Glossary Term: Student. Retrieved from https://uis.unesco.org/en/glossary-term/student
UNICEF Nigeria. (2022). UNICEF Nigeria Cheat Sheet: Out-of-school Children [PDF]. Retrieved from https://www.unicef.org/nigeria/media/7746/file/UNICEF%20Nigeria%20Cheat%20Sheet:%20Out-of-school%20Children.pdf United Nations. (n.d.). Sustainable Development Goals. Retrieved from https://sdgs.un.org/goals
Igdaliah Otitoola
