Several professors, researchers and students work on SDG 4 at the Graduate Institute. The activities range from academic courses on education, to events and research projects on skills development policies and Information Communication Technology, and academic and policy-oriented publications. The Network for International Policies and Cooperation in Education and Training (NORRAG) serves as a hub of activity on education at the Graduate Institute.

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Research
Research project in progress

Reaching the Unreached: Skills Development Policies and the Promise of ICT – A Scoping Study from India and South Africa

Michel Carton
View Research project
1234510
Teaching
Academic courses

Gender and Development: From Theory to Practice

Fenneke Reysoo
View Academic courses
4
Events
11–13 July 2018

SDG4 Data Week: Understanding the Monitoring of SDG 4: Targets, Actors, Data and Resources

Maison de la Paix, Geneva
NORRAG
View Seminar
1234510
Publications
Website

DEMETER Gender, Land and the Right to Food

Fenneke Reysoo
View Website
417
Teaching
Academic courses

European Union Law and Sustainable Development

Dario Piselli
View Academic courses
4
Publications

NORRAG NEWSBite blog posts on Agenda 2030

Michel Carton
View Publications
4817
Events
22–24 November 2017

Philanthropy in Education: Setting the Stage for Analyzing Global Trends, Regional Differences and Diverse Perspectives

Maison de la paix, Geneva
Gita Steiner-Khamsi and Michel Carton
View Other
3458101117
Events
22 November, 2016

The health workforce: a good investment

Geneva / Global
Michaela Told
View Webinar
417
News
7th December 2017

What role should philanthropy play in education?

Gita Steiner-Khamsi
View News
481011
Research
Research project in progress

Improving the Protection of Persons with Disabilities during Armed Conflict

Andrew Clapham
View Research project
48
Publications
Working paper, December 2013

Education and Skills Post – 2015: What evidence, whose perspectives?

Michel Carton
View Working paper
48
Publications
Working paper, November 2015

The Global Targeting of Education and Skill: Policy History and Comparative Perspectives

Michel Carton
View Working paper
Close

Goal 4 aims to ensure inclusive and equitable quality education for all which, according to the UN Sustainable Development Knowledge Platform, will require “increasing efforts, especially in sub-Saharan Africa and Southern Asia and for vulnerable populations, including persons with disabilities, indigenous people, refugee children and poor children in rural areas”. The promotion of lifelong learning opportunities for all is another aspect of the goal. Read more about Goal 4

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Target 4.1

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

Target 4.2

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

Target 4.3

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

Target 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

Target 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

Target 4.6

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

Target 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

Target 4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all

Target 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

Target 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