meaning quality of education

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Defining and measuring the quality of education

Strategic_seminar1.jpg.

What is the quality of education? What are the most important aspects of quality and how can they be measured?

These questions have been raised for a long time and are still widely debated. The current understanding of education quality has considerably benefitted from the conceptual work undertaken through national and international initiatives to assess learning achievement. These provide valuable feedback to policy-makers on the competencies mastered by pupils and youths, and the factors which explain these. But there is also a growing awareness of the importance of values and behaviours, although these are more difficult to measure.  

To address these concerns, IIEP organized (on 15 December 2011) a Strategic Debate on “Defining and measuring the quality of education: Is there an emerging consensus?” The topic was approached from the point of view of two cross-national surveys: the OECD Programme for International Student Assessment (PISA) and the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)*.

Assessing the creativity of students

“Students’ capacity to extrapolate from what they know and apply this creatively in novel situations is more important than what the students know”, said Andreas Schleicher, Head of the Indicators and Analysis Division at the Directorate for Education, OECD, and in charge of PISA. This concept is reflected in current developments taking place in workplaces in many countries, which increasingly require non-routine interactive skills. When comparing the results obtained in different countries, PISA’s experience has shown that “education systems can creatively combine the equity and quality agenda in education”, Schleicher said. Contrary to conventional wisdom, countries can be both high-average performers in PISA while demonstrating low individual and institutional variance in students’ achievement. Finally, Schleicher emphasized that investment in education is not the only determining factor for quality, since good and consistent implementation of educational policy is also very important.

The importance of cross-national cooperation

When reviewing the experience of SACMEQ, Mioko Saito, Head a.i of the IIEP Equity, Access and Quality Unit (technically supporting the SACMEQ implementation in collaboration with SACMEQ Coordinating Centre), explained how the notion of educational quality has significantly evolved in the southern and eastern African region and became a priority over the past decades. Since 1995, SACMEQ has, on a regular basis, initiated cross-national assessments on the quality of education, and each member country has benefited considerably from this cooperation. It helped them embracing new assessment areas (such as HIV and AIDS knowledge) and units of analysis (teachers, as well as pupils) to produce evidence on what pupils and teachers know and master, said Saito. She concluded by stressing that SACMEQ also has a major capacity development mission and is concerned with having research results bear on policy decisions.  

The debate following the presentations focused on the crucial role of the media in stimulating public debate on the results of cross-national tests such as PISA and SACMEQ. It was also emphasized that more collaboration among the different cross-national mechanisms for the assessment of learner achievement would be beneficial. If more items were shared among the networks, more light could be shed on the international comparability of educational outcomes.

* PISA assesses the acquisition of key competencies for adult life of 15-year-olds in mathematics, reading, and science in OECD countries. SACMEQ focuses on achievements of Grade 6 pupils. Created in 1995, SACMEQ is a network of 15 southern and eastern African ministries of education: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe

• Data, climate change, and refugee inclusion: how we protect education 16 April 2024
• Assessing flexibility in higher education: A new solution 08 April 2024
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• PISA Website
• Andreas Schleicher's presentation pdf, 2.3 Mo
• Mioko Saito's presentation pdf, 1.6 Mo

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What does Quality Education mean?

Breaking down Sustainable Development Goal #4

Aug 31, 2023

Education is essential for ending poverty . Actually, let's rephrase that: quality education is essential for ending poverty.

The word “quality” carries a lot of meanings—and even baggage. Especially in the US, where school rankings can be a stressful topic for both parents and students. In our work, however, quality means something very different, and very specific. This is especially true in countries where education is most under threat, and why Quality Education is one of the UN’s top Sustainable Development Goals . Read on to learn more. 

The UN defines its fourth Sustainable Development Goal (SDG) is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” 

Education is important, and many areas of the world lack access to free pre-primary, primary, and secondary education — not to mention affordable options for technical, vocational, and university studies. But it’s not enough for education to be accessible. It also has to add value to the lives of the children and young adults attending school. School enrollment in Niger had gone up for primary students pre-pandemic. However, many of these students were graduating school without mastering basic skills like literacy and numeracy.

Stay in the know on our work in education

Why quality education matters.

Education can help young people break an intergenerational cycle of poverty . But this is only possible if education is approached in a meaningful way. In 2012, the UN’s former Secretary-General Ban Ki-moon said:

“Education is about more than literacy and numeracy — it is also about citizenry. Education must fully assume its central role in helping people to forge more just, peaceful and tolerant societies.” 

This is what we mean by “quality” education: We need a standard to measure how effective an education is in order to set students up for success in the rest of their lives. 

How we measure Quality Education

The UN has outlined several targets within their larger education-related SDG that help us to set a standard of quality. 

1. Building relevant skills for financial success

Extreme poverty is a lack of assets or a lack of return on those assets. One of these assets are skills, including technical and vocational skills. The more relevant these skills are in the 21st Century, the more likely they are to generate a return. This not only means understanding how relevant skills have changed against the digital revolution and automation, but also against climate change, shifting societal norms, and political realities. 

2. Eliminating discrimination in education

Education is a fundamental human right. However, there are 244 million children around the world who aren’t in the classroom. Many of them are excluded due to some form of discrimination. Girls’ education is particularly under threat here, with over 129 million girls missing out on a basic human right. Quality Education means equality in education — at all levels. 

3. Universal literacy and numeracy

According to UNESCO, if all adults had just literacy and numeracy skills, an estimated 171 million people could escape extreme poverty . However, UNESCO also estimates that  there are 781 million illiterate adults around the globe. Many of these adults have completed several years of education but remain unable to read or count due to different barriers.

6 Benefits of literacy in the fight against poverty

"The future starts with the alphabet." Here are 6 benefits of literacy as a tool for breaking the cycle of poverty.

4. Inclusive and safe schools

Environment is crucial to fostering a quality education. This means building and upgrading schools that are child-friendly, disability- and gender-sensitive, and provide safe, nonviolent, and inclusive spaces for kids to learn — and to enjoy being kids. Unfortunately, both physical and psychological aggression and gender biases are still prevalent in far too many schools. 

5. Qualified teachers

One of the UN’s other main goals around education is to increase the number of qualified teachers — especially in low-income countries and remote areas around the world. While many teachers receive some form of training, it’s not always in line with the best education models, nor is it always tailored to teaching in fragile contexts. 

How Concern supports Quality Education

Concern’s work in primary education is grounded in the belief that all children have a right to learn. We believe that education is one of the best routes out of poverty and integrate it into both our development and emergency work to give children living in extreme poverty more opportunities in life and an overall sense of well-being. 

Supporting Syrian students and teachers in Lebanon and Türkiye

We’ve worked with displaced Syrian teachers, as well as local teachers in Turkish and Lebanese host communities, to develop formal and informal learning programs that support children who have been traumatized by war and displacement. We’ve also worked with Syrian adults to build relevant income-generating skills that they can use in their host communities as well as, eventually, when they return home to a country that will need help rebuilding its infrastructure, economy, and communities.

Helping girls succeed in Kenya and Malawi

Project Profile

Right to Learn

An example of finding the right partners to go even further, this education program in Malawi improved gender equality in the classroom.

In an effort to build gender equality in educational systems around the world, we’ve created programs that support retention rates from primary to secondary schools for girls in Kenya and Malawi . In Malawi, we’ve also supported community groups to prevent harmful traditions like child marriage from interrupting education (for boys and girls). Community groups like a local Village Savings and Loan Association in Kenya’s Chalbi Desert have also taken it upon themselves to financially support local girls through their primary and secondary schooling. 

Breaking language barriers in Haiti and Niger

Language barriers in the classroom: From mother tongue to national language

Learn more about how Concern programs have helped students overcome language barriers in classrooms in Haiti and Kenya.

We’ve addressed language barriers in the classroom in countries like Kenya, Niger and Haiti , where local communities often speak languages other than the national tongues (which, in and of themselves, are holdovers of colonial rule). This method is in line with UNESCO’s recommendation for early teaching in the mother tongue and gradually transitioning. 

Creating safe learning environments in Sierra Leone

Concern is working to address school-related gender-based violence (SRGBV) to align quality with equality. In Sierra Leone, our Irish Aid-funded, multi-million-dollar, five-year learning program, the Safe Learning Model, developed a holistic approach to education in the Tonkolili District, addressing SRGBV in the larger community context and creating a model that can be adapted for other countries and settings. 

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More on Quality Education

11 Unexpected barriers to education around the world

Four ways that girls’ education can change the world

Child marriage and education: The blackboard wins over the bridal altar

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What do we mean by Quality Education?

Back in September 2015, world leaders adopted the 17 Sustainable Development Goals (SDGs) , one of which focuses solely on quality education. Goal 4 seeks to ensure inclusive and quality education for all and promote lifelong learning—a goal Wellspring’s work is centred around.

​​For Wellspring, quality education is this and more. Quality education empowers children to be who God created them to be. It places children at the center of their learning and sees them treated with dignity and worth. It sees that each child has God-given potential, and it helps them step into their unique giftings to reach it. Quality education gives every child the opportunity to thrive. It is inclusive , and ensures they every child has the resources, attention, and focus they need to effectively learn. The provision of quality education gives students the space to dream about their future, and the tools to make them come true as a result.

The provision of quality education depends on each member of the education ecosystem playing their unique role—whether a parent helping with homework, a teacher giving a student their one-on-one attention, or a school leader casting vision for their school.

When students access quality education, they’re equipped with the knowledge and character to impact their lives, community and the world.

Other Foundational Pieces

We are sharing these Foundational Pieces to help you learn more about who we are and what we do.

What Are Some of the Current Challenges in Quality Education?

What are Barriers to Girls’ Education?

Why Does Education Matter?

What makes a quality education?

.chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} Claire Boonstra

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What constitutes a quality education? Today, quality is most often measured through the OECD’s PISA (Programme for International Student Assessment) standardized tests – and countries are ranked accordingly. The higher on that list, the better your education would be. But do these results and rankings still relate to what really matters today – and tomorrow?

At first glance, the relationship between PISA and economic performance doesn’t seem too hard to pinpoint. Correlations between high PISA rankings and “hard” variables such as GDP, performance, productivity – these are easy enough to draw up. But if we agree that the success of modern-day economies is based on more than children’s ability to read, write and do maths, what other variables might we draw up and how might we assess their presence? If we also agree that societies are more than just their economic performance, what of instruments such as GDP and PISA?

Preparing children for life

The rapid changes we’re experiencing in our societies are having a substantial impact on the likelihood that our children will find a satisfying path when they are older. Our life expectancies are rising dramatically. Rather than pinpointing the single role they’ll play, children may have to prepare for a series of roles, more so than we have so far been used to.

The meaningful discussion I believe we should engage in thus goes beyond the mere necessity of finding a job. Should an education prepare us for a single job to last our entire career, or might it take into account the sequence of professional roles that is becoming more commonplace?

Does one mould fit all?

Each developing child passes through our school system to reach their full potential as an adult in society. The current version of our education system requires each child to be measured against the same standards. We must all fit these particular norms, fit that particular mould, strive to meet those specific criteria. Are we not wasting an awful amount of potential and harming both ourselves and society? Wouldn’t developing the full and infinite potential of each person be the preferable route to take, for each individual as well as humanity? What if we could use all our existing knowledge on learning and developments in technology to find a solution that matches the natural diversity in talents with the infinite array of different roles?

Artificial employees

We are entering an age where computers, robots and artificial intelligence will start to outperform humans in skills we score children against today: computation, applied writing, organization and assembly, rote memorization, decision-tree-based problem solving. Replacing humans in such jobs makes as much economic sense as the replacement of horses by cars once did. In healthcare, in retail, in the services industry, this is already happening and there is every reason to believe it will continue.

Roles likely to avoid such robotization for some time yet are those that revolve around the precise traits that make us unmistakably human: inventiveness, creativity, empathy, entrepreneurialism, intuition, lateral thinking, cultural sensitivity, to name a few. What if we gave these more emphasis in schools? Who is going to programme the robots?

Policy changes vs. fundamental review

Changes at the policy level are a constant for our schools and our teachers are right to sigh at yet another shift. Changes in recent years seem to have been mostly directed at the what and the how of education, rather than the more fundamental question: what is it for? That is the broad, deep and fundamental discussion I would very much like to see happening: what should be the purpose of our education, if a substantial portion of our children will soon have more than 100 years to spend in societies that are changing rapidly?

It’s up to each of us to find our own answers to these questions: individuals, schools and also governments, in creating the wider conditions for their citizens. There may be no correct or ideal answers, just like there are no ‘ideal’ political standpoints. But we must try to answer them, to determine a course for the compass.

Five attempts at an answer

After several years of asking these questions in various national and international forums, I’ve come to the conclusion that education has five key goals:

• To unleash the infinite potential of humanity. A substantial potential remains unused in people, simply because current curricula and testing bodies lack the means to address it. Imagine the benefits of an education system that helps students reach their full potential? Imagine the effect such students might have on our societies?
• To learn how to apply oneself as an instrument towards lifelong value. Post-war generations went to work where they could. In contrast, recent generations have learned to do what they enjoy. Bridging the two tendencies, we might teach children how they matter and impart a sense of self-appreciation in a societal context. Ask them what are their core strengths, their talents and interests, and how they will put these to use for society?
• To learn how to shape the future. Rather than preparing children for the future – which is rather passive and arguably impossible to do, as we don’t know how history will develop – we might teach children how they may have an influence on society; how they may shape, design, develop, articulate, make and programme ideas and things.
• To understand and master the conditions for peace. Conflict resolution, clear interpersonal communications, empathy and intercultural understanding may well be crucial traits of our societies if they are to stay liveable, both in the context of our increasingly culturally diverse societies as well as the everyday school and work environment.
• To learn how to be healthy and happy. Taking proper care of one’s body and discovering the drivers of one’s general well-being are essential skills to succeed at life. Schools might help students find a good balance between effort, exercise and relaxation, and to define their personal priorities in life.

This is not a debate for politicians and civil servants alone. Every single one of us is a decision-maker when it comes to education. None of us should debate how a quality education is best provided to children or how such quality is best assessed if we haven’t first asked ourselves: what is quality education in the first place?

Have you read? 5 reasons why we need to reduce global inequality Why gender equality will make or break the Global Goals

Author: Claire Boonstra is the co-founder of tech start-ups, founder of Operation Education and a Young Global Leader

Guest editor of this series is Owen Gaffney, Director, International Media and Strategy, Stockholm Resilience Centre and Future Earth

Image: Children sit inside a classroom on their first day of school at Shimizu elementary school in Fukushima, northern Japan April 6, 2011. REUTERS/Carlos Barria

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UNICEF Data : Monitoring the situation of children and women

GOAL 4: QUALITY EDUCATION

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.  This goal supports the reduction of disparities and inequities in education, both in terms of access and quality. It recognizes the need to provide quality education for all, and most especially vulnerable populations, including poor children, children living in rural areas, persons with disabilities, indigenous people and refugee children.

This goal is of critical importance because of its transformative effects on the other SDGs. Sustainable development hinges on every child receiving a quality education. When children are offered the tools to develop to their full potential, they become productive adults ready to give back to their communities and break the cycle of poverty. Education enables upward socioeconomic mobility.

Significant progress was achieved during the last decade in increasing access to education and school enrolment rates at all levels, particularly for girls. Despite these gains, about 260 million children were out of school in 2018, nearly one fifth of the global population in that age group. Furthermore, more than half of all children and adolescents worldwide are failing to meet minimum proficiency standards in reading and mathematics.

UNICEF’s contribution towards reaching this goal centres on equity and inclusion to provide all children with quality learning opportunities and skills development programmes, from early childhood through adolescence. UNICEF works with governments worldwide to raise the quality and inclusiveness of schools.  

UNICEF is custodian for global monitoring of Indicator 4.2.1 Percentage of children (aged 24–59 months) developmentally on track in at least 3 of the 4 following domains: literacy-numeracy, physical, socio-emotional and learning.

Child-related SDG indicators

Target 4.1 by 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

• Indicator definition
• Computation method
• Comments & limitations

Explore the data

The indicator aims to measure the percentage of children and young people who have achieved the minimum learning outcomes in reading and mathematics during or at the end of the relevant stages of education.

The higher the figure, the higher the proportion of children and/or young people reaching at least minimum proficiency in the respective domain (reading or mathematic) with the limitations indicated under the “Comments and limitations” section.

The indicator is also a direct measure of the learning outcomes achieved in the two subject areas at the end of the relevant stages of education. The three measurement points will have their own established minimum standard. There is only one threshold that divides students into above and below minimum:

Below minimum refers to the proportion or percentage of students who do not achieve a minimum standard as set up by countries according to the globally-defined minimum competencies.

Above minimum refers to the proportion or percentage of students who have achieved the minimum standards. Due to heterogeneity of performance levels set by national and cross-national assessments, these performance levels will have to be mapped to the globally-defined minimum performance levels. Once the performance levels are mapped, the global education community will be able to identify for each country the proportion or percentage of children who achieved minimum standards.

(a) Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. In September 2018, an agreement was reached on a verbal definition of the global minimum proficiency level of reference for each of the areas and domains of Indicator 4.1.1 as described in the document entitled: Minimum Proficiency Levels (MPLs): Outcomes of the consensus building meeting ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/02/MPLs_revised_doc_20190204.docx ).

Minimum proficiency levels (MPLs) defined by each learning assessment to ensure comparability across learning assessments; a verbal definition of MPL for each domain and levels between cross-national assessments (CNAs) were established by conducting an analysis of the performance level descriptors, the descriptions of the performance levels to express the knowledge and skills required to achieve each performance level by domain, of cross-national, regional and community-led tests in reading and mathematics. The analysis was led and completed by the UIS and a consensus among experts on the proposed methodology was deemed adequate and pragmatic.

The global MPL definitions for the domains of reading and mathematics are presented here (insert link)

The Programme for International Student Assessment (PISA) reading test has six proficiency levels, of which Level 2 is described as the minimum proficiency level. In Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS), there are four proficiency levels: Low, Intermediate, High and Advanced. Students reaching the Intermediate benchmark are able to apply basic knowledge in a variety of situations, similar to the idea of minimum proficiency. Currently, there are no common standards validated by the international community or countries. The indicator shows data published by each of the agencies and organizations specialised in cross-national learning assessments.

(a) The number of children and/or young people at the relevant stage of education n in year t achieving at least the pre-defined proficiency level in subject s expressed as a percentage of the number of children and/or young people at stage of education n, in year t, in any proficiency level in subjects.

Harmonize various data sources To address the challenges posed by the limited capacity of some countries to implement cross- national, regional and national assessments, actions have been taken by the UIS and its partners. The strategies are used according to its level of precision and following a reporting protocol ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/05/GAML6-WD-2-Protocol-for-reporting-4.1.1_v1.pdf ) that includes the national assessments under specific circumstances.

Out-of-school children In 2016, 263 million children, adolescents and youth were out of school, representing nearly one-fifth of the global population of this age group. 63 million, or 24% of the total, are children of primary school age (typically 6 to 11 years old); 61 million, or 23% of the total, are adolescents of lower secondary school age (typically 12 to 14 years old); and 139 million, or 53% of the total, are youth of upper secondary school age (about 15 to 17 years old). Not all these kids will be permanently outside school, some will re-join the educational system and, eventually, complete late, while some of them will enter late. The quantity varies per country and region and demands some adjustment in the estimate of Indicator 4.1.1. There is currently a discussion on how to implement these adjustments to reflect all the population. In 2017, the UIS proposed to make adjustments using the out-of-school children and the completion rates.( http://uis.unesco.org/en/blog/helping-countries-improve-their-data-out-school-children ) and the completion rates.

Learning outcomes from cross-national learning assessment are directly comparable for all countries which participated in the same cross-national learning assessments. However, these outcomes are not comparable across different cross-national learning assessments or with national learning assessments. A level of comparability of learning outcomes across assessments could be achieved by using different methodologies, each with varying standard errors. The period of 2020-2021 will shed light on the standard errors’ size for these methodologies.

The comparability of learning outcomes over time has additional complications, which require, ideally, to design and implement a set of comparable items as anchors in advance. Methodological developments are underway to address comparability of assessments outcomes over time.

While data from many national assessments are available now, every country sets its own standards so the performance levels might not be comparable. One option is to link existing regional assessments based on a common framework. Furthermore, assessments are typically administered within school systems, the current indicators cover only those in school and the proportion of in-school target populations might vary from country to country due to varied out-of-school children populations. Assessing competencies of children and young people who are out of school would require household-based surveys. Assessing children in households is under consideration but may be very costly and difficult to administer and unlikely to be available on the scale needed within the next 3-5 years. Finally, the calculation of this indicator requires specific information on the ages of children participating in assessments to create globally-comparable data. The ages of children reported by the head of the household might not be consistent and reliable so the calculation of the indicator may be even more challenging. Due to the complication in assessing out-of-school children and the main focus on improving education system, the UIS is taking a stepping stone approach. It will concentrate on assessing children in school in the medium term, where much data are available, then develop more coherent implementation plan to assess out-of-school children in the longer term.

Click on the button below to explore the data behind this indicator.

Completion rate (primary education, lower secondary education, upper secondary education)

A completion rate of 100% indicates that all children and adolescents have completed a level of education by the time they are 3 to 5 years older than the official age of entry into the last grade of that level of education. A low completion rate indicates low or delayed entry into a given level of education, high drop-out, high repetition, late completion, or a combination of these factors.

Percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of each level of education who have completed that grade.

The intended age for the last grade of each level of education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade.

For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate.

The number of persons in the relevant age group who have completed the last grade of a given level of education is divided by the total population (in the survey sample) of the same age group.

The age group 3-5 years above the official age of entry into the last grade for a given level of education was selected for the calculation of the completion rate to allow for some delayed entry or repetition. In countries where entry can occur very late or where repetition is common, some children or adolescents in the age group examined may still attend school and the eventual rate of completion may therefore be underestimated.

The indicator is calculated from household survey data and is subject to time lag in the availability of data. When multiple surveys are available, they may provide conflicting information due to the possible presence of sampling and non-sampling errors in survey data. The Technical Cooperation Group on the Indicators for SDG 4 – Education 2030 (TCG) has requested a refinement of the methodology to model completion rate estimates, following an approach similar to that used for the estimation of child mortality rates. The model would ensure that common challenges with household survey data, such as timeliness and sampling or non-sampling errors are addressed to provide up-to-date and more robust data.

TARGET 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

Proportion of children aged 24-59 months of age who are developmentally on track in health, learning and psychosocial well-being, by sex.

Early childhood development (ECD) sets the stage for life-long thriving. Investing in ECD is one of the most critical and cost-effective investments a country can make to improve adult health, education and productivity in order to build human capital and promote sustainable development. ECD is equity from the start and provides a good indication of national development. Efforts to improve ECD can bring about human, social and economic improvements for both individuals and societies.

The recommended measure for SDG 4.2.1 is the Early Childhood Development Index 2030 (ECDI2030) which is a 20-item instrument to measure developmental outcomes among children aged 24 to 59 months in population-based surveys. The indicator derived from the ECDI2030 is the proportion of children aged 24 to 59 months who have achieved the minimum number of milestones expected for their age group, defined as follows:

– Children age 24 to 29 months are classified as developmentally on-track if they have achieved at least 7 milestones – Children age 30 to 35 months are classified as developmentally on-track if they have achieved at least 9 milestones – Children age 36 to 41 months are classified as developmentally on-track if they have achieved at least 11 milestones – Children age 42 to 47 months are classified as developmentally on-track if they have achieved at least 13 milestones – Children age 48 to 59 months are classified as developmentally on-track if they have achieved at least 15 milestones

SDG indicator 4.2.1 is intended to capture the multidimensional and holistic nature of early childhood development. For this reason, the indicator is not intended to be disaggregated by domains since development in all areas (health, learning and psychosocial wellbeing) are interconnected and overlapping, particularly among young children. The indicator is intended to produce a single summary score to indicate the proportion of children considered to be developmentally on track.

The domains included in the indicator for SDG indicator 4.2.1 include the following concepts:

Health: gross motor development, fine motor development and self-care Learning: expressive language, literacy, numeracy, pre-writing, and executive functioning Psychosocial well-being: emotional skills, social skills, internalizing behavior, and externalizing behavior

The number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100.

SDG 4.2.1 was initially classified as Tier 3 and was upgraded to Tier 2 in 2019; additionally, changes to the indicator were made during the 2020 comprehensive review. In light of this and given that the ECDI2030 was officially released in March 2020, it will take some time for country uptake and implementation of the new measure and for data to become available from a sufficiently large enough number of countries. Therefore, in the meantime, a proxy indicator (children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning) will be used to report on 4.2.1, when relevant. This proxy indicator has been used for global SDG reporting since 2015 but is not fully aligned with the definition and age group covered by the SDG indicator formulation. When the proxy indicator is used for SDG reporting on 4.2.1 for a country, it will be footnoted as such in the global SDG database.

Click on the button below to explore the data behind this indicator’s proxy; Children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning . For more information about this proxy indicator, please see “Comments and Limitations”

Adjusted net attendance rate, one year before the official primary entry age

The indicator measures children’s exposure to organized learning activities in the year prior to the official age to start of primary school as a representation of access to quality early childhood care and pre-primary education. One year prior to the start of primary school is selected for international comparison. A high value of the indicator shows a high degree of participation in organized learning immediately before the official entrance age to primary education.

The participation rate in organized learning (one year before the official primary entry age), by sex as defined as the percentage of children in the given age range who participate in one or more organized learning programme, including programmes which offer a combination of education and care. Participation in early childhood and in primary education are both included. The age range will vary by country depending on the official age for entry to primary education.

An organized learning programme is one which consists of a coherent set or sequence of educational activities designed with the intention of achieving pre-determined learning outcomes or the accomplishment of a specific set of educational tasks. Early childhood and primary education programmes are examples of organized learning programmes.

Early childhood and primary education are defined in the 2011 revision of the International Standard Classification of Education (ISCED 2011). Early childhood education is typically designed with a holistic approach to support children’s early cognitive, physical, social and emotional development and to introduce young children to organized instruction outside the family context. Primary education offers learning and educational activities designed to provide students with fundamental skills in reading, writing and mathematics and establish a solid foundation for learning and understanding core areas of knowledge and personal development. It focuses on learning at a basic level of complexity with little, if any, specialisation.

The official primary entry age is the age at which children are obliged to start primary education according to national legislation or policies. Where more than one age is specified, for example, in different parts of a country, the most common official entry age (i.e. the age at which most children in the country are expected to start primary) is used for the calculation of this indicator at the global level.

The number of children in the relevant age group who participate in an organized learning programme is expressed as a percentage of the total population in the same age range. From household surveys, both enrolments and population are collected at the same time.

Participation in learning programmes in the early years is not full time for many children, meaning that exposure to learning environments outside of the home will vary in intensity. The indicator measures the percentage of children who are exposed to organized learning but not the intensity of the programme, which limits the ability to draw conclusions on the extent to which this target is being achieved. More work is needed to ensure that the definition of learning programmes is consistent across various surveys and defined in a manner that is easily understood by survey respondents, ideally with complementary information collected on the amount of time children spend in learning programmes.

TARGET 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

Proportion of schools offering basic services, by type of service.

This indicator measures the presence of basic services and facilities in school that are necessary to ensure a safe and effective learning environment for all students. A high value indicates that schools have good access to the relevant services and facilities. Ideally each school should have access to all these services and facilities.

The percentage of schools by level of education (primary education) with access to the given facility or service

Electricity: Regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes.

Internet for pedagogical purposes: Internet that is available for enhancing teaching and learning and is accessible by pupils. Internet is defined as a worldwide interconnected computer network, which provides pupils access to a number of communication services including the World Wide Web and carries e-mail, news, entertainment and data files, irrespective of the device used (i.e. not assumed to be only via a computer) and thus can also be accessed by mobile telephone, tablet, PDA, games machine, digital TV etc.). Access can be via a fixed narrowband, fixed broadband, or via mobile network.

Computers for pedagogical use: Use of computers to support course delivery or independent teaching and learning needs. This may include activities using computers or the Internet to meet information needs for research purposes; develop presentations; perform hands-on exercises and experiments; share information; and participate in online discussion forums for educational purposes. A computer is a programmable electronic device that can store, retrieve and process data, as well as share information in a highly-structured manner. It performs high-speed mathematical or logical operations according to a set of instructions or algorithms.

Computers include the following types: -A desktop computer usually remains fixed in one place; normally the user is placed in front of it, behind the keyboard; – A laptop computer is small enough to carry and usually enables the same tasks as a desktop computer; it includes notebooks and netbooks but does not include tablets and similar handheld devices; and – A tablet (or similar handheld computer) is a computer that is integrated into a flat touch screen, operated by touching the screen rather than using a physical keyboard.

Adapted infrastructure is defined as any built environment related to education facilities that are accessible to all users, including those with different types of disability, to be able to gain access to use and exit from them. Accessibility includes ease of independent approach, entry, evacuation and/or use of a building and its services and facilities (such as water and sanitation), by all of the building’s potential users with an assurance of individual health, safety and welfare during the course of those activities.

Adapted materials include learning materials and assistive products that enable students and teachers with disabilities/functioning limitations to access learning and to participate fully in the school environment.

Accessible learning materials include textbooks, instructional materials, assessments and other materials that are available and provided in appropriate formats such as audio, braille, sign language and simplified formats that can be used by students and teachers with disabilities/functioning limitations.

Basic drinking water is defined as a functional drinking water source (MDG ‘improved’ categories) on or near the premises and water points accessible to all users during school hours.

Basic sanitation facilities are defined as functional sanitation facilities (MDG ‘improved’ categories) separated for males and females on or near the premises.

Basic handwashing facilities are defined as functional handwashing facilities, with soap and water available to all girls and boys.

The number of schools in a given level of education with access to the relevant facilities is expressed as a percentage of all schools at that level of education.

The indicator measures the existence in schools of the given service or facility but not its quality or operational state.

For every child to learn, UNICEF has eight key asks of governments:

• A demonstration of how the SDG 4 global ambitions are being nationalized into plans, policies, budgets, data collection efforts and reports.
• A renewed commitment to education to recover learning losses and manage impacts of COVID-19.
• The implementation and scaling of digital learning solutions and innovations to reimagine education.
• Attention to skills development should be a core component to education.
• Focus to provide quality education to the most vulnerable – including girls, children affected by conflict and crisis, children with disabilities, refugees and displaced children.
• A continued commitment to improving access to pre-primary, primary and secondary education for all, including for children from minority groups and those with disabilities.
• A renewed focus on learning outcomes and their enablers, including learning in safe and adequate environments, support by well-trained teachers and structured content.
• The implementation of SDG-focused learning throughout schools to raise awareness and inspire positive action.

Learn more about  UNICEF’s key asks for implementing Goal 4

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What does Quality Education mean?

Education is essential for ending poverty. Actually, let's rephrase that: quality education is essential for ending poverty.

The word “quality” carries a lot of meanings - and even baggage - when it comes to education.

In our work, however, quality means something very different, and very specific. This is especially true in countries where education is most under threat, and why Quality Education is one of the UN’s top Sustainable Development Goals . Read on to learn more.

The UN explains its fourth Sustainable Development Goal (SDG) is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” 

Education is important, and many areas of the world lack access to free pre-primary, primary, and secondary education - not to mention affordable options for technical, vocational, and university studies. But it’s not enough for education to be accessible.

It also has to add value to the lives of the children and young adults attending school. School enrollment in Niger had gone up for primary students pre-pandemic. However, many of these students were graduating school without mastering basic skills like literacy and numeracy. 

Why quality education matters

Education can help young people break an intergenerational cycle of poverty . But this is only possible if education is approached in a meaningful way. In 2012, the UN’s former Secretary-General Ban Ki-moon said:

“Education is about more than literacy and numeracy - it is also about citizenry. Education must fully assume its central role in helping people to forge more just, peaceful and tolerant societies.” 

This is what we mean by “quality” education: We need a standard to measure how effective an education is in order to set students up for success in the rest of their lives. 

How we measure Quality Education

The UN has outlined several targets within their larger education-related SDG that help us to set a standard of quality. 

1. Building relevant skills for financial success

Extreme poverty means a lack of assets or a lack of return on those assets. One of these assets are skills, including technical and vocational skills. The more relevant these skills are in the 21st Century, the more likely they are to generate a return. This not only means understanding how relevant skills have changed against the digital revolution and automation, but also against climate change, shifting societal norms, and political realities. 

2. Eliminating discrimination in education

Education is a fundamental human right. However, there are 244 million children around the world who aren’t in the classroom. Many of them are excluded due to some form of discrimination. Girls’ education is particularly under threat here, with over 129 million girls missing out on a basic human right. Quality Education means equality in education - at all levels. 

3. Universal literacy and numeracy

According to UNESCO, if all adults had just literacy and numeracy skills, an estimated 171 million people could escape extreme poverty. However, UNESCO also estimates that there are 781 million illiterate adults around the globe.

Many of these adults have completed several years of education but remain unable to read or count due to different barriers. 

4. Inclusive and safe schools

Environment is crucial to fostering a quality education. This means building and upgrading schools that are child-friendly, disability and gender-sensitive, and provide safe, nonviolent, and inclusive spaces for kids to learn - and to enjoy being kids. Unfortunately, both physical and psychological aggression and gender biases are still prevalent in far too many schools. 

5. Qualified teachers

One of the UN’s other main goals around education is to increase the number of qualified teachers, especially in low-income countries and remote areas around the world. While many teachers receive some form of training, it’s not always in line with the best education models, nor is it always tailored to teaching in fragile contexts. 

How Concern supports Quality Education

Concern’s work in primary education is grounded in the belief that all children have a right to learn. We believe that education is one of the best routes out of poverty and integrate it into both our development and emergency work to give children living in extreme poverty more opportunities in life and an overall sense of well-being. 

Supporting Syrian students and teachers in Lebanon and Türkiye

We’ve worked with displaced Syrian teachers, as well as local teachers in Turkish and Lebanese host communities, to develop formal and informal learning programmes that support children who have been traumatised by war and displacement.

We’ve also worked with Syrian adults to build relevant income-generating skills that they can use in their host communities as well as, eventually, when they return home to a country that will need help rebuilding its infrastructure, economy, and communities.

Helping girls succeed in Kenya and Malawi

In an effort to build gender equality in educational systems around the world, we’ve created programmes that support retention rates from primary to secondary schools for girls in Kenya and Malawi .

In Malawi, we’ve also supported community groups to prevent harmful traditions like child marriage from interrupting education (for boys and girls). Community groups like a local Village Savings and Loan Association in Kenya’s Chalbi Desert have also taken it upon themselves to financially support local girls through their primary and secondary schooling. 

Breaking language barriers in Haiti and Niger

We’ve addressed language barriers in the classroom in countries like Kenya, Niger , and Haiti , where local communities often speak languages other than the national tongues (which, in and of themselves, are holdovers of colonial rule). This method is in line with UNESCO’s recommendation for early teaching in the mother tongue and gradually transitioning. 

Creating safe learning environments in Sierra Leone

Concern is working to address school-related gender-based violence (SRGBV) to align quality with equality. In Sierra Leone, our Irish Aid-funded, multi-million-dollar, five-year learning programme, the Safe Learning Model, developed a holistic approach to education in the Tonkolili District, addressing SRGBV in the larger community context and creating a model that can be adapted for other countries and settings.

Quality Education in action

Education for Syrian refugee children: How we're avoiding a “lost generation”

Child marriage and education: The blackboard wins over the bridal altar

Technology in the classroom: reducing illiteracy in Niger

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What is quality education? How can it be achieved? The perspectives of school middle leaders in Singapore

• Published: 12 June 2015
• Volume 27 , pages 307–322, ( 2015 )

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• Pak Tee Ng 1  

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This paper presents the findings of a research project that examines how middle leaders in Singapore schools understand ‘quality education’ and how they think quality education can be achieved. From the perspective of these middle leaders, quality education emphasises holistic development, equips students with the knowledge and skills for the future, inculcates students with the right values and imbues students with a positive learning attitude. Quality education is delivered by good teachers, enabled by good teaching and learning processes and facilitated by a conducive learning environment. The challenge of achieving quality education is to find the balance between lofty ideals and ground realities. One critical implication of the research findings is that policymakers should appeal to the ideals of practitioners to drive change.

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Ng, P.T. What is quality education? How can it be achieved? The perspectives of school middle leaders in Singapore. Educ Asse Eval Acc 27 , 307–322 (2015). https://doi.org/10.1007/s11092-015-9223-8

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• Quality of education

Every child has the fundamental right to quality education – one that helps them acquire basic literacy and numeracy, enjoy learning without fear, and feel valued and included, irrespective of where they come from.

Access to education of poor quality is tantamount to no education at all. There is little point in providing the opportunity for a child to enrol in school if the quality of the education is so poor that the child will not become literate or numerate, or will fail to acquire critical life skills. Currently in South Asia, one in three children who reach Grade 4 are able to read basic texts. Millions of children, who have completed primary education, have not mastered the foundational skills of basic numeracy and literacy.

Quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom, from the availability of proper supplies to the nature of a child’s home environment. Improvements in the quality of teaching can reduce dropout rates and ensure better retention and transitions from early childhood learning into primary and secondary education.

South Asia faces significant challenges in providing quality education to all its children. It lacks adequate finances, qualified teachers, pedagogical knowledge, and opportunities for adolescent education and skill utilization. In many parts of the region, learning methods are largely teacher-centred and rote-based, and children are subjected to corporal punishment and discrimination. 

UNICEF works with governments in the region to develop national educational policies and standards based upon the principles of Child-Friendly Schools. We partner with governments for curricular development, teacher’s trainings and material support to improve the quality of learning in the region. We work to strengthen learning assessment systems to improve teaching and learning practices by identifying disparities in learning outcomes to target support where it is the most needed. 

In South Asia, UNICEF helps strengthen education systems by making more data available. We also support countries in using data to inform policies and more effectively put them into practice. We ensure improvements in the quality of education by collecting, analysing and disseminating information on what is working and what is not. We share good practices and lessons learnt on active learning pedagogy throughout the region. 

UNICEF works closely with governments and partners in the region to make schools accountable to ensure a quality education for all children. We encourage the continuous monitoring of learning outcomes at the national, sub-national and classroom level which can feed into teaching and learning practices. We help strengthen local planning and financial management and help develop school improvement plans. 

These resources represent just a small selection of materials produced by UNICEF and its partners in the region. The list is regularly updated to include the latest information.

• The Learning Generation Report: Investing in education for a changing world 
• 2015 India: Evaluation of Activity-Based Learning as a means of Child-Friendly Education
• 2015 Sri Lanka: Sri Lanka Child-Friendly Approach (CFA) Evaluatio

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UNESCO believes that education is a human right for all throughout life and that access must be matched by quality. The Organization is the only United Nations agency with a mandate to cover all aspects of education. It has been entrusted to lead the Global Education 2030 Agenda through  Sustainable Development Goal 4 . The roadmap to achieve this is the  Education 2030 Framework for Action  (FFA).

UNESCO provides global and regional leadership in education, strengthens education systems worldwide and responds to contemporary global challenges through education with gender equality an underlying principle.

Its work encompasses educational development from pre-school to higher education and beyond. Themes include global citizenship and sustainable development, human rights and gender equality, health and HIV and AIDS, as well as technical and vocational skills development.

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UNESCO leads the coordination and monitoring of the  Global Education 2030 Agenda  through Sustainable Development Goal 4  and using the  Education 2030 Framework for Action  as a roadmap.

The  UNESCO Education Strategy 2014-2021  has three strategic objectives:

The education sector is shifting and evolving towards a more explicit, active commitment to addressing gender-related barriers within and beyond the education system. This shift is being accelerated by the COVID-19 pandemic with more NGOs, local governments as well as national governments recognizing the role education has in promoting gender-transformative change. Many are responding to this shift with innovations that aim to address the persistent challenges faced by girls and women in education. By highlighting these key practices through the Prize, we can contribute to inspiring more action for girls and women.

We speak about the importance of gender-transformative change both in and beyond education. Can you define what this means for you?

Gender-transformative education aims not only to respond to gender disparities within the education system but also to harness the full potential of education to transform attitudes, practices and discriminatory gender norms. Education can support critical changes for gender equality, such as promoting women’s leadership, preventing gender-based violence, and catalyzing boys' and men's engagement to embrace gender equality.

I have been very impressed by the capacity shown by many organizations and individuals nominated to adapt to the COVID-19 pandemic to ensure they could maintain the delivery of their programmes. We know that fewer girls and women have access to and use the internet, and the digital gender gap is growing, particularly in developing countries. Many found new ways of delivering educational content and finding solutions to conduct fully online or blended approaches to learning, often in low-resource settings where access to the internet is extremely limited.  

Related items

• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

What Is Quality Education and How to Use It

Quality education is the key to success. Here you will read about what quality education is, its importance, what the 3 pillars of quality education are and how it can be implemented in schools across the world.

In this day and age, we’re lucky that most of us have access to education. In 2020, 90 per cent of the world's population had completed primary education, and 66 per cent had completed secondary education.

Education is an essential building block of our society because it provides knowledge, skills and an environment to help people grow — and in turn, they will help society grow.

But out of the billions of people who have completed primary education, how many get to experience quality education? And what does that even mean?

In this article, we’ll explore the definition of quality education, its importance, the dimensions of quality education, and how educators and institutions can get there.

What is quality education?  

Quality education is defined as one that focuses on the learner to prepare them for life, not just for assessments. It demands a shift in focus from the learner’s gender, race, ethnicity, socioeconomic status and geographical location to their social, emotional, mental, physical and cognitive development.  

This means that quality education doesn’t just refer to the course material, but to the approach and intention of the teaching.  

In 2012, the United Nations listed quality education as one of their Sustainable Development Goals for the first time.   

The importance of quality education

Quality education shouldn’t be a new concept because, shouldn’t all educational bodies be focused on the needs and development of learners rather than their profiles? Unfortunately, this isn’t always the case.  

Now more than ever, there is a need for quality education to remove biases and offer fair opportunities to all learners.  

Helping learners will also help communities and societies prosper. In such a racially and culturally diverse world we live in today, quality education needs to be commonplace, fast.  

For schools and educators, quality education will allow you to better align and integrate with communities.  

With technology changing the world of education, there are more opportunities for students, but not equal opportunities for all students. Quality education and its methods can help educators to bridge the gap between technology and student financing.   

Quality education in poorer nations  

Does this mean that underdeveloped or developing countries will have no use for quality education? No.  

In fact, there’s reason to believe that poorer countries may benefit most from quality education. 

With 57 million children out of school, there is a pressing need for governments and societies to prioritise quality education. This will push them to fulfil education funding commitments, help all children to meet school entry requirements and provide a safe learning environment for every learner.  

Quality education: additional facts and figures

Globally, more boys than girls have access to primary education. While most countries have gender parity in primary education, gender bias against girls still exists in some parts of the world, particularly in Africa, the Middle East and South Asia.  

In 2020, there were three per cent fewer girls than boys who enrolled in primary school. Although that may sound like a small percentage, it accounts for millions of young girls.  

On a larger scale, 103 million youth worldwide are still illiterate, with women making up more than 60 per cent.

Aside from education, hundreds of millions of children worldwide rely on school meals and will have to look for an alternative source of food if they are unable to stay in school.  

Quality education aims to even out the playing field and make primary education available to all.  

Key pillars of quality education and how to implement them

There are three key pillars of quality education:  

Ensuring access to quality teachers

By raising the standards for educators and doing regular training, educational institutions can upskill teachers and provide quality educators to all learners.

This may require more resources, so it is important to access and prioritise school funding to make sure students and teachers alike are getting what they need.  

Providing use of quality learning tools and professional development

Quality education is learner-focused, but educators can’t monitor each and every student 24/7. This is where technology comes into play.

With the use of helpful tools such as free online libraries, online counselling and AI chat buddies, learners will be able to assess themselves, solve problems and find information in areas where they lack understanding.

Establishing safe and supportive quality learning environments 

A supporting environment creates a safe space for all learners to listen, learn and ask for help. 

This can mean being unbiased and receptive to all students, providing proper training for all learners and ensuring all students have access to the necessary tools  

The world’s best quality education systems 

Here are some of the world’s best education systems that demonstrate the aforementioned pillars. You can look to these leaders in the education sector to get inspired:  

• Japan  
• South Korea  
• Australia  
• United Kingdom  
• Germany  
• Switzerland  
• Denmark  
• Sweden  
• Finland  

You should note that just because a country has a good education system does not mean it offers quality education that aligns with equal education for all.  

The takeaway 

Everyone can benefit from quality education. Access to education is often a given in developed countries, but quality education is something that should not be neglected. Poorer countries can shift their focus to quality education in order to provide education for the masses.

By exercising the key pillars in the examples above, you too can implement quality education in your classroom, courses and for your students.  

If you need more information on quality education and want to implement AI in your education system, contact us or schedule a demo today.  

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• Education /

What is Quality Education?

• Updated on  
• Dec 13, 2023

Whatever progress our society has made over the centuries is because of education. Being the foundation stone of society, education brings reforms, helps in progress and paves the way for innovation. The importance of quality education cannot be undermined in a society, which is why great personalities have extensively written about their needs in a civilized society. It is because of education, that humans have been able to explore the vastness of the universe and the mystery of its existence in atoms. Concepts like gravity, cognitive dissonance, laser-guided surgical procedures and millions more would not exist if education were not there to unleash our potential. In the 21st century, some countries are lagging in the race for quality education . 

This Blog Includes:

United nations on quality education, why is it important, statistics around quality education, how this goal can be achieved, the targets of quality education, how can you promote quality education, dimensions of a quality education, quality education systems around the world, quality of a good teacher, understanding quality education.

Education International (EI), a Belgium-based organization, defines quality education as one that focuses on the social, emotional, mental, physical, and cognitive development of each student regardless of gender, race, ethnicity, socioeconomic status, or geographic location. It prepares the child for life and not just for testing. In 2012, the United Nations for the first time included ‘Quality Education’ in their Sustainable Development Goals (SDG). Further, education in modern times is highly influenced and dependent on Information and Communication Technology which has paved the way for students to attain school or higher-level education. Quality education not only prepares a student for a job but also develops the overall personality of an individual. In the case of children, it aims at their complete upbringing where morals and ethics are taught as part of the curriculum to help them live a healthy lifestyle. 

Also read: Importance of Education in Life

The United Nations understand the supremacy of education for a brighter and prosperous future and is therefore of the consensus that quality education and not merely education should be a reality for all. In its Sustainable Development Goals , the UN has identified quality education as a major goal to ensure the ‘transformation of the world’ by 2030 . By quality education, the UN implies equitable and standard education for all that will promote lifelong learning and the urge to gather knowledge. Inclusivity and equitability are the foundations to be upheld in quality education and not a greater literacy rate . This is a revolutionary approach to understanding education and making it the means of changing the world.

Education must fully assume its central role in helping people to forge more just, peaceful and tolerant societies. – Ban Ki-Moon, Secretary-General of the United Nations

Also Read: Learning Outcomes in Teaching: Types, Benefits and Characteristics

Related Reads:

We all are aware of how technology changing the face of education . Not only has the mode of receiving education changed but the methods of teaching students have also evolved. Earlier, education was more of a monologue, but nowadays, teachers encourage students to maintain a two-way flow of information in classrooms. United Nations has identified a multitude of problems at the global level that if not addressed can lead to serious problems. To tackle such issues, the need for leaders and experienced professionals who are adept in their respective fields has grown. To encourage leadership and power to influence the students, it has become imperative to employ a refined way of teaching practices. In the age of technology, information can be accessed from anywhere in the world.

Even though providing quality education demands great efforts to shape the personality of a student, with the advent of new technologies, a student is just a click away from requisite resources. While sitting hundreds of miles away from an educational institute, the students can take online classes from the institution, avail benefits of online career counselling , and access a great volume of resources from free online libraries . 

Read More: Importance of Education in Life

COVID Response Towards Quality Education

In 2020, Covid-19 hit the world and education was one of the most important factors that were adversely affected. A majority of countries announced the temporary closure of schools impacting more than 91% of students in the world. 

As per the UN, by April 2020, approximately 1.6 billion students were out of school and nearly 369 million children depended upon school meals. To ensure that education doesn’t stop at this time, UNESCO has created the following aims:

• Help countries mobilize resources and implement new and context-appropriate solutions to offer remote education by leveraging hi-tech, low-tech and no-tech methods
• Seek equitable solutions and universal access
• Make sure that there are coordinated responses that avoid overlapping efforts
• Facilitate the return of students to school when they reopen to avoid an increase in dropout rates

Here are some of the details about quality education that you must learn:

• Before the pandemic, projections showed that more than 200 million students would  be out of school and only 60% of young people would reach upper secondary education in 2030
• More than half of the students that have not enrolled in school live in Sub-Saharan Africa
• 617 million youth worldwide lack basic mathematics and literacy skills
• In 10 low and middle-income countries, children with disabilities were 19% less likely to achieve minimum proficiency in reading

Also read: Australian Education System

The increasing number of crimes, wars, disease outbreaks, drastic economic downfalls, climate change, and many other factors have led to unexpected changes in societies around the globe. Due to this, educationists and developmental organizations around the world emphasize the need for quality education and are stressing the need and unite people towards achieving the goal. From educating a smaller group of people within their community to spreading awareness about rising global issues, educated people can work in an array of ways to achieve goals. Besides formulating new methods, traditional methods like employing drama and art in education can also yield optimum results and help enrich the educational process.  

Also Read: Modern Education: Meaning, Purpose, Benefits, in India

Everyone can participate in their ways to provide quality education around the world. Here are some of the targets that the UN has set for 2030 in this section:

• By 2030, ensure that there is free primary and secondary education for girls and boys for effective learning outcomes
• By 2030, ensure that both girls and boys have access to quality early development and pre-primary education
• Ensure equal access to affordable and quality technical, vocational and tertiary education
• Increase the number of people, both youth and adults who have relevant skills for employment, jobs and entrepreneurship
• Eliminate all discrimination in education
• Ensure universal literacy and numeracy
• Ensure education for sustainable development and global citizenship
• Ensure the building and upgrading of inclusive and safe schools
• Expand higher education scholarships for developing countries
• Increase the supply of qualified teachers in developing countries

Here is how you can promote quality education around the world:

• Find a charity that works for quality education, donate or get involved in other ways
• Donate the books that you have used to those who need it
• Promote and take free online courses
• Visit local schools, see what school supplies they need and start a drive to provide it to them
• Mentor young children and help them with their homework or projects

Here are some of the important dimensions of quality education that every organization should meet:

• Sustainability
• Contextualisation and Relevance
• Balanced Approach
• Child-friendly Teaching and Learning
• Learning Outcomes

How AI Can Help in Education: Role and Challenges

Every country has a unique education system but some of them are so interesting and well-run that they are much closer to the Quality Education in the world. Here are some of the top countries with the best quality education systems:

• United States
• United Kingdom

Also read: South Korean Education System

A good teacher should have several qualities and some of them are:

• A good teacher should be a good communicator and must know not only how to communicate with the students but also with the other teachers and school authorities especially when it comes to sharing the problems of the students as well.
• A good teacher is a good listener and must know to listen to the students and know their needs
• Adaptability is a crucial value of a good teacher, especially in these times as schools are moving online
• Good teachers are empathetic and patient with their students and understand what they are feeling and need.

Explore more in Education below!

Learners who are healthy, well-nourished, and eager to participate and learn, with their families and communities supporting them in their learning;… Outcomes that include knowledge, skills, and attitudes, and are related to national goals for education and good participation in society.

Quality education is supported by three main pillars: availability to qualified teachers, the utilisation of quality learning resources and professional development, and the creation of safe and supportive learning environments.

Quality education lays the groundwork for societal fairness. One of the most basic public services is high-quality education. It not only informs but also empowers residents, allowing them to participate as much as possible in their communities’ social and economic growth.

Education is a key to escaping poverty and enabling upward socioeconomic mobility. Education aids in the reduction of inequities and the attainment of gender equality, as well as the promotion of tolerance and a more peaceful society.

Here are the three things that are required to provide high-quality education: 1. Study the content at your leisure at home, according to your learning needs. 2. Regroup in the classroom for hands-on workshops and conversations. Students are mentored by teachers. 3. With all of the insights from their class/group conversations, you may expand your knowledge at home.

Teachers are not the only ones who are responsible for providing high-quality education. A public obligation must exist to ensure that all citizens have access to high-quality education.

Curriculum, instruction, and assessment are the three pillars of education. 

Stay in tune with Leverage Edu for more interesting blogs on School Education .

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Defining Quality in Education (UNICEF, 2000)

Quality education includes:

Learners who are healthy, well-nourished and ready to participate and learn, and supported in learning by their families and communities;

Environments that are healthy, safe, protective and gender-sensitive, and provide adequate resources and facilities;

Content that is reflected in relevant curricula and materials for the acquisition of basic skills, especially in the areas of literacy, numeracy and skills for life, and knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and peace;

Processes through which trained teachers use child-centred teaching approaches in well-managed classrooms and schools and skillful assessment to facilitate learning and reduce disparities;

Outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for education and positive participation in society.

Source : Defining Quality in Education, UNICEF, June 2000 Working paper presented by UNICEF at the meeting of The International Working Group on Education Florence, Italy Main author: Jeannette Colby.  

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What is Quality Education? Meaning and Importance

Princi Rai ,

Mar 4, 2024

Share it on:

Quality education aims to provide every child the opportunity to grow and develop a personality. It is inclusive and targets that every student has the optimum resources, instructors, and environment they need to be productive in life.

Quality education is a mode of delivering excellent instruction, employing and granting access to efficient learning instruments, and creating supportive learning environments regardless of gender, colour, ethnicity, financial situation, or location. Quality education is a wholesome concept which focuses on overall development of learner without any discrimination.

Table of Contents

What is Quality Education?

• Importance of Quality Education?

How to Measure Quality Education?

Components of quality education, goals of quality education.

A quality education puts the students first and prepares them for life, not simply for tests. The student's psychological, physical, intellectual, and cognitive growth must be taken into consideration over the student's race, ethnicity, socioeconomic position, gender, and region.

• This indicates that a great education refers to more than simply the course material. It also refers to the teaching style and goals.
• Quality education is diverse and guarantees that every child has the tools, care, and attention they require to develop well.
• Students are given the freedom to dream about their futures and the resources to make those dreams come true as a result of receiving a high-quality education.
• Each component of the quality education ecosystem plays its part in the delivery of a high-quality education, which could be a parent assisting with schoolwork, a teacher providing a student their undivided attention, or a school leader setting the direction for their institution.
• Students who have access to high-quality education are better able to make a difference in their own lives, communities, and the wider world.
• The Sustainable Development Goal for high-quality education was first included in the UN's list of goals in 2012.

Also Check: Types of Education: Formal, Informal & Non-Formal

Importance of Quality Education

We are all aware of how technology is altering the way that education is provided. The ways in which pupils are taught have changed along with the ways in which they are educated. 

• Education used to be more of a monologue in the past, but today's teachers encourage their pupils to keep the information flowing both ways in the classroom.
• The United Nations has identified numerous worldwide issues that, if left unattended, might develop into more significant issues.
• It has become essential to use an advanced method of teaching practices in order to promote leadership and the ability to influence the students.
• Information can now be accessed from every corner of the world thanks to technology. Even while offering a high-quality education requires significant effort to mold a student's personality, modern technologies have made access to the necessary materials quite easy for students.
• Students can enroll in online courses offered by educational institutions, benefit from online career counseling, and access a wealth of materials from free online libraries while seated thousands of miles away from those institutions.

Also Read: Modern Education System: Purpose, Benefits, Challenges

Ways to measure quality education are listed below to understand the core values of modern education system, which are ensuring access to competent instructors, facilitating the use of top-notch educational resources, and creating an environment that is encouraging and safe for learning.

1. Ensuring Access to Competent Instructors

Educational institutions can upskill teachers and give quality education to all learners by raising the standards for educators and conducting frequent training.

In order to ensure that both kids and teachers are receiving the support they require, it is crucial to access and prioritize school funds. This may call for greater resources. 

2. Facilitating the Use of Top-Notch Educational Resources

Although educators can only keep an eye on some students round-the-clock, quality education is learner-centered, and here, technology can be very useful. Learners will be able to analyze themselves, solve difficulties, and find knowledge in areas in which they lack awareness by using useful resources like free online libraries and online counseling.

3. Creating an Environment that is Encouraging and Safe for Learning

All learners can listen, learn, and ask for assistance safely in a supportive environment. This can entail being objective and open to all students, giving all students the appropriate instruction, and ensuring that all students have access to the essential resources. 

4. Gaining the Necessary Abilities for Financial Success

Students must learn the abilities and skills to manage their finances. Students must understand how relevant skills have changed the digital revolution and automation, as well as in response to changing societal norms, political realities, and the environment. Lack of assets or a poor return on assets are the causes of extreme poverty. Abilities, particularly technical and vocational abilities, are one of these assets.

5. Removing Discrimination in the Classroom

The right to an education is a fundamental one, and even today, a lot of them are excluded as a result of discrimination in some way. With over 129 million girls being denied access to a fundamental human right, education for girls is particularly at risk in this situation. Equality in education at all levels is a key component of quality education.

Also Read: Importance of Technology in Education in 2023

The list of all the components of quality education is listed below, which contains teaching techniques and educators, resources for learning, educative environments, improvement of skills, and much more.

1. Teaching Techniques and the Educator

As mentioned earlier, the instructor is the most important component of a high-quality education. A teacher who is well-versed in the subject and has done significant research will be better able to control a classroom full of children.

 A good teacher—one who adds value to the learning process—has been shown to help students achieve greater learning outcomes. 

2. Resources for Learning

There are so many subjects that may be taught to children at a young age and that they find fascinating. Information on diverse subjects through quality podcasts, YouTube videos, books, blogs, and other sources can be useful.

3. Educative Environment

Is the learning environment healthy, secure, guarded, inspiring, and suitable for both genders is crucial. The type of students the school enrolls has a big impact on the child during the stage of development where imitation learning is most common.

4. Background Information and Relevance

This enables students to connect their personal experiences to the information being taught, which is one of the keys to maintaining student's attention in the teaching-learning process. It gives the course perspective and application to your life by relating the students' experiences to the mathematical concepts taught in class. 

5. Improvement of Skills

The training and improvement of student's skills aid in their emotional development. Students will have a strong basis on which to build essential employment skills to excel in life and have better job opportunities. 

6. Regard for Culture

The use of the mother tongue as the teaching language is one cultural topic that is frequently challenged in many countries. When a significant percentage of students in a country do not speak the local tongue at home, there are practical consequences for education.

Also Read: Different Types Of Educational Technology for Highly-Engaged Classroom

Following are the targets of quality education with reference to learners and are carefully listed below:

• The student will grow into a well-rounded young adult who recognizes and uses a holistic teaching approach. After all, children should not be just intelligent in terms of academics. 
• The infrastructure, modern amenities, organizational setting, and human resources are all readily available to the student's comfort, making the environment conducive to learning. These components will help close the skills gap in the workplace.
• Teachers provide each student their undivided attention in order to support their complete development in several aspects, such as psychologically, emotionally, culturally, and biologically.
• It is essential to the growth of a tolerant and peaceful society because it enables people to live longer, healthier lives that are more sustainable.
• Outside of school, activities are thoughtfully arranged to improve abilities. Outdoor space is necessary for both social and athletic training.

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