EDUCATIONAL STRATEGIES FOR SUSTAINABLE OUTCOMES: A DUAL CASE STUDY OF PAKISTAN AND SENEGAL

Abstract

The United Nations' 2030 Agenda for Sustainable Development, with its 17 Sustainable Development Goals (SDGs), outlines a global roadmap for sustainable progress. Unlike its predecessor, the Millennium Development Goals, the SDGs emphasize a comprehensive assessment of the world's challenges, focusing on individual countries' unique strengths, weaknesses, and opportunities. SDGs are integral to national sustainable development policies and plans, albeit non-binding. However, their complexity and interdependence can hinder policy implementation, as progress often lags behind targets. This paper centers on SDG 4 - Quality Education, exploring its intersections with other SDGs, particularly SDG 1 (Poverty) and SDG 13 (Climate Change). We aim to evaluate the scope and ambition of all 17 SDGs, comparing them to the previous 8 MDGs. We also initiate a discussion on education for sustainable development, referencing UNESCO's Decade for Education for Sustainable Development (2005-2015). Our analysis examines the challenges within SDG 4, such as primary education, equitable access to technical and vocational training, lifelong learning, and promoting sustainable development values. Additionally, we identify key characteristics related to the SDGs, including primary education, low-income nations, developed regions, and adult education. We address policy challenges, encompassing educational processes, foundational knowledge, socioeconomic disparities, and gender inequality.