Unit: 6 Global issues and comparative perspective

Literacy and Education for all

1. Introduction

As the United Nations Literacy Decade(2003-2012) resolution states ,’literacy is the heart of basic

education for all and creating literate environments and societies is essential for achieving the goals

of eradicating poverty, reducing child mortality, peace and democracy. A literate society is more

than a society with high literacy rate. Literate societies should enable individuals and groups to

acquire, develop, sustain and use relevant literacy skills through basic schooling of good quality,

youth and adult literacy programs and environments in which literacy is valued by individuals,

households, schools and communities. This EFA Global Monitoring Report aims to stimulate

renewed national and international awareness of the crucial importance of literacy for achieving all

the EFA goals and more broadly for vastly improving the lives of millions of people living in

extreme poverty. (United Nation Literacy Decade 2003-2012)

2. Literacy

Literacy is the ability to identify, understand, interpret, communicate and compute using printed

and written (and visual) materials associated with varying contexts. (UNESCO)
 2.1. Levels of literacy

There are three levels of literacy:

2.1.1. Baseline literacy

The ability to read very simple, and ability to write very simple is included in it. It may also include

basic computer skill. Dardour, M. (2000).

 2.1.2. Functional literacy

In this person is not dependent on reading and writing something. It is advanced level. Dardour, M.

(2000).

2.1.3. Multiple literacy

When one can become able to distinguish between words of similar meanings. As there is a very

minute difference in the synonyms of the words, if a person can distinguish those words then it is

multiple literacy Dardour, M. (2000).

2.2. Importance of Literacy

1. Social and economic development in country.

2. Literacy is helpful to student’s success in education institution.

It can enable the individual in acquiring knowledge and understanding of themselves and the world

Dardour, M. (2000).

2.3. Factors that influence literacy

 2.3.1. Language

Language and literacy are major domain of early childhood development. These are connected

areas, but refer to different things. Language development involves the development involves the

development of the skills used to communicate with others through language, while literacy

development involves the ability to read and write. Deshler, D.D., Ellis, E.S., and Lenz, B.K.

(1996).

2.3.2. Reading

Reading improves your knowledge and makes it easy for you to learn more in less time, when you

read faster, and with less effort you find that it’s easier to pick up knowledge and information in

less time. Deshler, D.D., Ellis, E.S., and Lenz, B.K. (1996).
2.3.3 Vocabulary

Vocabulary is key to reading comprehension. Readers cannot understand what they are reading

without knowing what most of the words mean. As children learn to read more advanced texts they

must learn the meaning of new words that are not part of their oral vocabulary. Deshler, D.D., Ellis,

E.S., and Lenz, B.K. (1996).

2.3.4. Parental influence

Help your children background knowledge on a topic. Talk about everyday experiences, and also

tell them stories. If you use different language at home, speak and read to your child in that

language. This can help grow his vocabulary and make connections at school. Deshler, D.D., Ellis,

E.S., and Lenz, B.K. (1996).

3. Education for All

Education for All (EFA) is a global movement led by UNESCO, aiming to meet the learning needs

of all children, youth and adults by 2015.

EFA was adopted by The Dakar Framework in April 2000 at the World Education Forum in

Senegal, Africa, with the goal in mind that all children would receive primary education by 2015.

Not all children receive the education they need or want, therefore this goal was put in place to help

those children.
UNESCO has been mandated to lead the movement and coordinate the international efforts to

reach Education for All. Governments, development agencies, civil society, non-government

organizations and the media are but some of the partners working toward reaching these goals.
The EFA goals also contribute to the global pursuit of the eight Millennium Development Goals

(MDGS), especially MDG 2 on universal primary education and MDG 3 on gender equality in

education, by 2015.

The Fast Track Initiative was set up to implement the EFA movement, aiming at “accelerating

progress towards quality universal primary education”.

UNESCO also produces the annual Global Education Monitoring Report.

Education is the top priority for UNESCO and they are working with EFA to create better

education for all children and adults. The problem that comes from this is that every country is

different and that reflects achieving these education goals. Countries differ in the quality of

education due to economics and culture. This is where a great need to strengthen finances,

resources and technology is. Technology is blooming in this time and that has an effect on how

much education students have access to globally. Therefore, those areas need to be strengthened to

ensure that education is top priority going into the future.

3.1. The Six EFA Goals

1. Expand early childhood care and education:

Expanding and improving comprehensive early childhood care and education, especially for the

most vulnerable and disadvantaged children.

 2. Provide free and compulsory primary education for all:

Ensuring that by 2015 all children particularly girls, children in difficult circumstances and those

belonging to ethnic minorities, have access to, and complete free and compulsory primary

education of good quality.

3. Promote learning and life skills for young people and adults:
Ensuring that the learning needs of all young people and adults are met through equitable access

to appropriate learning and life-skills programmes.

4. Increase adult literacy:

Achieving a 50 percent improvement in levels of adult literacy by 2015 especially for women

and equitable access to basic and continuing education for all adults.

5. Achieve gender parity:

Eliminating a gender disparities in primary and secondary education by 2005 and achieving

gender equality in education by 2015 with a focus on ensuring girls full and equal access to and

achievement in basic education of good quality.

6. Improve the quality of education:

Improving all aspects of the quality of education and ensuring excellence of all so that

recognized and measurable learning outcomes are achieved by all, especially in literacy,

numeracy and essential life skills.

3.2. Why education is important?

1. Education beats poverty: one extra year of schooling increases a person’s earnings

by upto 10%. 171 million people could be lifted out of poverty if all students in low-

income countries left school with basic reading skills

2. Education promotes gender equality: by helping women control how many children

they have. In Mali, women with secondary education or higher have an average of

three children, while those with no education have an average of seven children.

3. Education contributes to improved maternal health: Women with higher levels of

education are most likely to delay and space out pregnancies and to seek health care

and support.

4. Education helps global development.

5. Education encourages environmental sustainability. (Coffey, A., & Lavery, S. 2015).

1. Introduction

.1. Globalization
“Globalization is the word used to describe the growing interdependence of the world’s

economies, cultures, and populations, brought about by cross-border trade in goods and services,

technology, and flows of investment, people, and information”[ CITATION Kol18 \l 1033 ].

.2. Education

“Education is the process of living through a continuous reconstruction of experiences. It is the

development of all those capacities in the individual which will enable him to control his

environment and fulfil his possibilities”[ CITATION Dew16 \l 1033 ].

.3. Global Education

Globalization of education or Global education isn't a course you can register for. Instead, it is an

overall approach to education that focuses on developing students' understanding of other

cultures, the history and geography of different countries and people and the current events faced

in various parts of the world. In particular, it focuses on helping students understand these things

and how each culture is interconnected to the next. It also encourages learners to embrace the

diversity around them[ CITATION Hen20 \l 1033 ].

2. Importance of Global Education

Globalization has deep relation with education. Education is the key factor to shape a society.

Global education is important to promote skills, values, attitudes and knowledge in a person. It

helps to learn the values and attitudes of different cultures. Global education provides an

opportunity for an individual to learn how to communicate and teamwork. It makes a person

responsible and accountable for their work. “The quantity and quality of education determine

whether and how the country can participate in the process of globalization” [ CITATION Kau13
\l 1033 ]. Global education helps develop self-esteem and self- awareness. It helps in identifying

one’s self, culture, values, beliefs, etc. It helps develop social awareness. It let the person explore

the world and enables them to compete with the world for a prosperous and successful life in

society.

3. Aims and Objectives of Global Education

There are different aims and objectives of global education for every country but, some common

aims of Global education for every country are as follows:

 To create skill how to work with people from different cultures

 To develop the ability to distinguish intercultural differences

 To prepare individuals to analyse the happenings in global perspective

 To acquire skills of new cultures

 To help students realize how attitudes are shaped and how they influence the behaviours

 To provide the ability of working together with the people coming from different cultures

 To develop the skill of multi-sided thinking by causing them gain the cultural sensitivity

and experience

 To teach how to behave according to cultural differences

 To learn how to deal with multinational groups

 To develop the way of thinking from individuality to globalized[ CITATION Den99 \l

1033 ].
4. Merits of Global Education

 Global education interconnects methods of teaching from worldwide systems to

encourage the international development of environmental sustainability, as well as a

contribution towards to strengthening of global industries. These educational initiatives

prioritize global access to school from the primary to the university levels, instigating

learning experiences that prepare students for multinational leadership roles

 As education serves as foundational to global stability, the development of multicultural

awareness from an early age may integrate ideologies sourced from various societies in

order to arrive at well-balanced conclusions regarding issues that surround the world as a

whole. Globalization and education then come to affect one another through mutual goals

of preparing young people for successful futures during which their nations will grow

increasingly connected

 With globalization some of the challenges for knowledge, education and learning will

provide today’s learners the ability to be more familiar and comfortable with abstract

concepts and uncertain situations

 It enhances the student’s ability to manipulate symbols. Highly productive employment

in today’s economy will require the learner to constantly manipulate symbols, such as

political, legal and business terms, and digital money

 Globalization enhances the student’s ability to acquire and utilize knowledge.

Globalization enhances the ability of learners to access, assess, adopt, and apply

knowledge, to think independently to exercise appropriate judgment and to collaborate

with others to make sense of new situations

  Globalization produces an increased quantity of scientifically and technically trained

persons. The emerging economy is based on knowledge as a key factor of production and

the industries demand the employees remain highly trained in science and technology

 It encourages students to work in teams. To be able to work closely in teams is the need

for employees. Working in teams requires students to develop skills in-group dynamics,

compromise, debate, persuasion, organization, and leadership and management skills

 It creates and supports information technologists, policy makers, and practitioners for the

purpose of rethinking education and supports mechanisms for the exchange of ideas and

experiences in the use of educational technologies

 Globalization encourages explorations, experimentation to push the frontiers of the

potential of information technologies and communications for more effective learning

 It helps in global sharing of knowledge, skills, and intellectual assets that are necessary to

multiple developments at different levels

 It creates values and enhance the efficiency through the global sharing and mutual

support to serving local needs and growth

 It promotes international understanding, collaboration, harmony, and acceptance to

cultural diversity across countries and regions

 It facilitates in communications, interactions, and encouraging multi-cultural

contributions at different levels among countries[ CITATION Gup17 \l 1033 ].

5. Demerits of Global Education

Just like merits, there are also some demerits of global education, which are as follows:

 Global education helps to adopt and adapt values and attitudes of different cultures but

unfortunately, developed and powerful countries try to exert their cultural values on non-

developed and underdeveloped countries

 In the present era, people believe that they can find any information or knowledge from

the internet and that information will be 100% correct but actually, this is proven wrong

on many occasions. Sometimes the information that is given on internet is wrong

 It is decreasing the physical activities in children that are necessary for their all-round

development.

 If are reading something religiously from any online source then we tend to increase your

focus only in that direction without knowing the validity and accountability of the source.

6. Conclusion

Global education motivates a person to explore the world. It enables the person to learn about

different cultures of the world and to adopt or adapt different cultural values. Global education

builds self-confidence in a person and makes a person more social towards others. It enables

people to think critically and logically. Global education has some demerits as well but it has

more advantages. There is a deep connection between globalization and education due to which

education plays an important role in the process of globalization.

Sustainable Development Goals (SDGs)

Definition The Sustainable Development Goals are the blueprint to achieve a better and more

sustainable future for all. They address the global challenges we face, including poverty,

inequality, climate change, environmental degradation, peace and justice.

Goals There are 17 individual goals for sustainable development.

No poverty End poverty in all its forms everywhere". Achieving SDG 1 would end extreme

poverty globally by 2030. The goal has a total of seven targets: five to be reached by 2030 and

two that have no specified date. The five outcome-related targets are: eradication of extreme

poverty; reduction of all poverty by half; implementation of social protection systems; ensuring

equal rights to ownership, basic services, technology and economic resources; and the building

of resilience to environmental, economic and social disasters. Despite on-going progress, 10 per

cent of the world lives in poverty and struggle to fulfil basic needs such as health, education, and

access to water and sanitation.

A study published in September 2020 found that poverty increased by 7 per cent in just a few

months due to the Covid-19 pandemic, even though it had been steadily decreasing for the last

20 years.

Zero hunger

In the past 20 years, hunger has dropped by almost half. Many countries that used to suffer from

famine and hunger can now meet the nutritional needs of their most vulnerable people. It’s an

incredible accomplishment. Now we can go further and end hunger and mal-nutrition for the last

time. "End hunger, achieve food security and improved nutrition, and promote sustainable

agriculture" The UN has defined 8 targets. The five outcome targets are: ending hunger and

improving access to food; ending all forms of malnutrition; agricultural productivity; sustainable
food production systems and resilient agricultural practices; and genetic diversity of seeds,

cultivated plants and farmed and domesticated animals. Investments, research and technology.

Good health and well-being for people "Ensure healthy lives and promote well-being for all at all

ages”. Of the total of 13 targets, nine are "outcome" targets. Those are: reduction of maternal

mortality; ending all preventable deaths under 5 years of age; fight communicable diseases;

ensure reduction of mortality from non-communicable diseases and promote mental health;

prevent and treat substance abuse; reduce road injuries and deaths; grant universal access to

sexual and reproductive care, family planning and education; achieve universal health coverage;

and reduce illnesses and deaths from hazardous chemicals and pollution. .

Quality education:

“Ensure inclusive and equitable quality education and promote lifelong learning opportunities

for all". The UN has defined 10 targets and 11 indicators for SDG 4. The seven outcome-

oriented targets are: free primary and secondary education; equal access to quality pre-primary

education; affordable technical, vocational and higher education; increased number of people

with relevant skills for financial success; elimination of all discrimination in education; universal

literacy and numeracy; and education for sustainable development and global citizenship. The

three "means of achieving" targets are: build and upgrade inclusive and safe schools; expand

higher education scholarships for developing countries; and increase the supply of qualified

teachers in developing countries.

Major progress has been made in access to education, specifically at the primary school level, for

both boys and girls. The number of out-of-school children has almost halved from 112 million in

1997 to 60 million in 2014. Still, at least 22 million children in 43 countries will miss out on pre-

primary education unless the rate of progress doubles

Gender equality

Achieve gender equality and empower all women and girls". Of the nine targets, six are

outcome-oriented: ending all forms of discrimination against all women and girls everywhere;

ending violence and exploitation of women and girls; eliminating harmful practices such as

child, early and forced marriage and female genital mutilation; increasing value of unpaid care

and promoting shared domestic responsibilities; ensuring full participation of women in

leadership and decision-making; and ensuring access to universal reproductive rights and health.

The three "means of achieving" targets are: fostering equal rights to economic resources,

property ownership and financial services for women; promoting empowerment of women

through technology; and adopting, strengthening policies

and enforcing legislation for gender equality. Fourteen indicators are named to measure progress

toward gender equality.

Providing women and girls with equal access to education, technology, health care, decent work,

and representation in political and economic decision-making processes will nurture sustainable
economies and benefit societies and humanity at large. Achieving gender equality will require

enforceable legislation that promotes empowerment of all women and girls

Clean water and sanitation

"Ensure availability and sustainable management of water and sanitation for all". The six

outcome-oriented targets cover the entire water cycle. Indicators measure proportion of the

population with access to safe drinking water and safely managed sanitation services, including a

hand-washing facility with soap and water"

Decent work and economic growth

"Promote sustained, inclusive and sustainable economic growth, full and productive employment

and decent work for all". For the least developed countries, the economic target is to attain at

least a 7 % annual growth in Gross Domestic Product (GDP). Achieving higher productivity will

require diversification and upgraded technology along with innovation, entrepreneurship, and the

growth of small- and medium-sized enterprises (SMEs). Some targets are for 2030; others are for

2020. The target for 2020 is to reduce youth unemployment and operationalize a global strategy

for youth employment. Implementing the Global Jobs Pact of the International Labour

Organization is also mentioned.

Reducing inequalities

"Reduce income inequality within and among countries". Progress toward SDG 10 targets calls

for reducing income inequalities; promoting universal social, economic and political inclusion;

ensuring equal opportunities and end discrimination; adopting fiscal and social policies that
promote equality; improving regulation of global financial markets and institutions; enhancing

representation of developing countries in financial institutions; and responsible and well-

managed migration policies. The targets relating to means of achieving goals call for special and

differential treatment for developing countries; encourage development assistance and

investment in least developed countries; and call for reduced transaction costs for migrant

remittances.

"Sustain income growth of the bottom 40 per cent of the population at a rate higher than the

national average". This goal, known as 'shared prosperity', is complementing SDG 1, the

eradication of extreme poverty, and it is relevant for all countries in the world

Sustainable cities and communities

"Make cities and human settlements inclusive, safe, resilient, and sustainable". Ensure access to

safe and affordable housing by 2030. The indicator to measure progress toward this target is the

proportion of urban population living in slums or informal settlements. Between 2000 and 2014,

the proportion fell from 39 percent to 30 percent. However, the absolute number of people living

in slums went from 792 million in 2000 to an estimated 880 million in 2014. Movement from

rural to urban areas has accelerated as the population has grown and better housing alternatives

are available.

Responsible consumption and production

"Ensure sustainable consumption and production patterns".The 11 targets are: implement the 10-

Year Framework of Programs on Sustainable Consumption and Production Patterns; achieve the

sustainable management and efficient use of natural resources; reducing by half the per capita

global food waste at the retail and consumer levels; achieving the environmentally sound

management of chemicals and all wastes throughout their life cycle; reducing waste generation

through prevention, reduction, recycling and reuse; encourage companies to adopt sustainable

practices; promote public procurement practices that are sustainable; and ensure that people

everywhere have the relevant information and awareness for sustainable development. The three

"means of achieving" targets are: support developing countries to strengthen their scientific and

technological capacity; develop and implement tools to monitor sustainable development

impacts; and remove market distortions, like fossil-fuel subsidies, that encourage wasteful

consumption.

Climate action

"Take urgent action to combat climate change and its impacts by regulating emissions and

promoting developments in renewable energy". The targets are: strengthen resilience and

adaptive capacity to climate-related disasters; integrate climate change measures into policies

and planning; and build knowledge and capacity to meet the challenge of climate change. Means

for achieving the targets call for implementing the UN Framework Convention on

Climate Change and promoting mechanisms that will increase capacity for planning and

management.
Life below water

"Conserve and sustainably use the oceans, seas and marine resources for sustainable

development". Effective strategies to mitigate adverse effects of increased ocean acidification are

needed to advance the sustainable use of oceans. As areas of protected marine biodiversity

expand, there has been an increase in ocean science funding, essential for preserving marine

resources. The deterioration of coastal waters has become a global occurrence, due to pollution

and coastal eutrophication (overflow of nutrients in water), where similar contributing factors to

climate change can affect oceans and negatively impact marine biodiversity. “Without concerted

efforts, coastal eutrophication is expected to increase in 20 per cent of large marine ecosystems

by 2050.”

Life on land

"Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage

forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss".

This goal articulates targets for preserving biodiversity of forest, desert, and mountain eco-

systems, as a percentage of total land mass. A "land degradation-neutral world" can be reached

by restoring degraded forests and land lost to drought and flood. Goal 15 calls for more attention

to preventing invasion of introduced species and more protection of endangered species. Forests

have a prominent role to play in the success of Agenda 2030, notably in terms of ecosystem

services, livelihoods, and the green economy; but this will require clear priorities to address key

trade-offs and mobilize synergies with other SDGs.

Peace, justice and strong institutions

"Promote peaceful and inclusive societies for sustainable development, provide access to justice

for all and build effective, accountable and inclusive institutions at all levels". Reducing violent

crime, sex trafficking, forced labour, and child abuse are clear global goals. The International

Community values peace and justice and calls for stronger judicial systems that will enforce laws

and work toward a more peaceful and just society.

Partnerships for the goals

"Strengthen the means of implementation and revitalize the global partnership for sustainable

development". Increasing international cooperation is seen as vital to achieving each of the

16 previous goals. Goal 17 is included to assure that countries and organizations cooperate

instead of compete. Developing multi-stakeholder partnerships to share knowledge, expertise,

technology, and financial support is seen as critical to overall success of the SDGs. The goal

encompasses improving north–south and South-South cooperation, and public-private

partnerships which involve civil societies are specifically mentioned.

Industry, Innovation, and Infrastructure

Build resilient infrastructure, promote inclusive and sustainable industrialization, and foster

innovation". This goal includes striving for resilience (engineering and construction) and urban

resilience. Manufacturing is a major source of employment. In 2016, the least developed

countries had less "manufacturing value added per capita." The figure for Europe and North

America was US$4,621, compared to about $100 in the least developed countries. The
manufacturing of high-tech products contributes 80 percent to total manufacturing output in

industrialized economies but barely 10 % in the least developed countries.

The last of the seven targets is "Universal Access to Information and Communications

Technology." Mobile-cellular signal coverage is the target's indicator and has improved a great

deal. In previously "unconnected" areas of the globe, 85 % of people now live in covered areas.

Planet-wide, 95 % of the population is cover

Affordable and clean energy Ensure access to affordable, reliable, sustainable and modern

energy for all" Targets for 2030 include access to affordable and reliable energy while increasing

the share of renewable energy in the global energy mix. This would involve improving energy

efficiency and enhancing international cooperation to facilitate more open access to clean energy

technology and more investment in clean energy infrastructure. Plans call for particular attention

to infrastructure support for the least developed countries, small islands and landlocked

developing countries

As of 2017, only 57% of the global population relies primarily on clean fuels and technology for

cooking, falling short of the 95 % target.

Conclusion

It documents strengths of the SDGs, areas of common ground, disparities and possible future

trajectories. The processes leading to the SDGs were comparatively speaking notably inclusive,

which has provided much more widespread awareness and support

 The Millennium Development Goals

1. MDG’s

The millennium development goals (MDGs) were eight International development goals for the

year 2015 that had been established following the Millenium Summit of United Nations in 2000,

following the adoption of the United Nations Millenium Declaration. The Sustainable

Development Goals (SDG’s) succeeded the MDGs in 2016.

1.1 Goals

All 191 United Nations member states and 22 international organizations committed to help

achieve the following goals,

 To eradicate extreme poverty and hunger

 To achieve universal primary education

 To promote gender equality and empower women

 To reduce child mortality

 To improve maternal health

 To combat HIV/AIDS,malaria and other diseases

 To ensure environmental sustainability

 To develop a global partnership for development[ CITATION May13 \l 1033 ].

1.2 Emphasis
MDG’s emphasized three areas to increase living standards,

 Human capital

 Infrastructure

 Human rights (social,economic and political)

1.3 Main Goal

Eradicate extreme poverty and hunger. The number of hungry people in the world remains

unacceptably high despite expected recent gains below 1 billion.

1.4 Key facts

 Globally, the number of children under 5 years of age fell from 12.7 million in 1990 to

6.3 million in 2013.deaths of

 In developing countries, the percentage of underweight children under 5 years old

dropped from 28% in 1990 to 17% in 2013.

 Globally, new HIV infections declined by 38% between 2001 and 2013.

 Existing cases of tuberculosis are declining, along with deaths among HIV negative

tuberculosis cases.

 In 2010, the world met the United Nations Millennium Development Goals target on

access to safe drinking-water, as measured by the proxy indicator of access to improved

drinking-water sources, but more needs to be done to achieve the sanitation

target[ CITATION wor18 \l 1033 ].

1.5 Importance

Each goal had specific targets, and dates for achieving those targets. The 8 goals were

measured by 21 targets. To accelerate progress finance ministers agreed in June 2005 to provide

enough funds to the World Bank. Progress towards the goals was uneven. Some countries

achieved many goals, while others were not on track to realize any. New commitments targeted

women’s and children’s health were made. MDGs set concrete targets and indicators for poverty

reduction to achieve declaration[ CITATION uni141 \l 1033 ].

2. Why MDG’s failed?

The Millennium Development Goals and idea of UN, proved to be historical moment for 2000.

MDGs were implemented in Pakistan to address the issue of extreme poverty and to provide

basic humn rights.

3. What comes next?

The MDG’s successor-The Sustainable Development Goals are due to be adopted by world

leaders at a summit in New York on 1st January 2016.