SDGs 4
優質教育 | Quality Education
Embedded Files
Source: UNICEF Philippines/2016/Alanah Torralba
花 5 分鐘快速理解相關觀念｜ Let's Take a Quick Glance at the Relevant Concepts Of SDGs 4
SDGs 4 Goal｜確保有教無類、公平以及高品質的教育，並提倡終身學習
Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All
Source: UNESCO l 聯合國教科文組織
SDGs 4 包含了哪些細項目標? What Targets and Indicators are Included in SDGs 4?
細項目標 Target
4.1 到2030年前，確保所有的男孩和女孩都完成免費、公平和優質的中小學教育，取得相關且有效的學習成果。
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
指標 Indicator
4.1.1 按照性別劃分，確保(a)2/3年級；(b)小學畢業；(c)初中畢業的孩子和青少年在 (i) 閱讀和 (ii) 數學方面能夠達到最低水平的比例。
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.
4.1.2 確保學業完成率（包含初等教育、初中教育、高中教育）。
Completion rate (primary education, lower secondary education, upper secondary education).
細項目標 Target
4.2 到2030年前，確保所有的孩童都能獲得高品質的幼兒發展、照護及學前教育，為接受小學教育做好準備。
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.
指標 Indicator
4.2.1 按照性別劃分，確保24-59 個月大的兒童在健康、學習和社會心理健康方面發展正常的比例。
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex.
4.2.2 按照性別劃分，確保有組織學習之參與率（正式小學入學年齡前一年）。
Participation rate in organized learning (one year before the official primary entry age), by sex.
細項目標 Target
4.3 到2030年前，確保所有的男女都有公平、可負擔、高品質的技職、職業與高等教育機會，包括大學教育。
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
指標 Indicator
4.3.1 按照性別劃分，確保過去 12 個月中青年和成人參與正規和非正規教育與培訓的比率。
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex.
細項目標 Target
4.4 到2030年前，大幅增加掌握技術和職業技能的青年與成年人人數，以備就業、正式工作和創業所需。
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
指標 Indicator
4.4.1 按照技能類型劃分，確保具有信息和通信技術（ICT）技能的青年和成年人的比例。
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
細項目標 Target
4.5 到2030年前，消除教育上的性別差距，並確保弱勢族群可以平等地接受各層級教育與職業訓練，包括身心障礙者、原住民以及弱勢孩童。
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
指標 Indicator
4.5.1 確保清單上所有可分類教育指標的均等指數（女性/男性、農村/城市、底層/頂層財富五分之一和其他如殘疾狀況、土著人民和受衝突影響的數據）。
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
細項目標 Target
4.6 到2030年前，確保所有的青年及大部分成年人，不論男性女性，都具備識字以及算術能力。
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
指標 Indicator
4.6.1 按照性別劃分，確保特定年齡組中至少達到固定水平的（a）識字和（b）算術技能熟練程度的人口比例。
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex.
細項目標 Target
4.7 到2030年前，確保所有學子都能獲得永續發展所需的知識與技能，包括永續發展教育、永續生活模式、人權、性別平等、促進和平與非暴力文化、全球公民意識、尊重文化多樣性，以及文化對永續發展的貢獻。
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
指標 Indicator
4.7.1 確保 (i) 全球公民教育和 (ii) 可持續發展教育在 (a) 國家教育政策； (b) 課程； (c) 教師教育和 (d) 學生評估中的主流化程度。
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment.
細項目標 Target
4.a 打造及提升適合孩童、身心障礙者以及性別敏感的教育設施，並為所有人提供安全、非暴力、有教無類、以及有效的學習環境。
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
指標 Indicator
4.a.1 按照學校類型劃分，確保提供基本服務的學校比例。
Proportion of schools offering basic services, by type of service.
細項目標 Target
4.b 2020年前，大幅增加全球發展中國家的獎學金數目，尤其是最低度開發國家、小島嶼發展中國家與非洲國家，提升當地高等教育受教率，包括已開發國家與其他發展中國家的職業訓練、資訊與通信科技（ICT）研發、技術、工程和科學項目。
By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.
指標 Indicator
4.b.1 按照部門和學習類型劃分，確保用於獎學金的官方發展援助金流。
Volume of official development assistance flows for scholarships by sector and type of study.
細項目標 Target
4.c 到2030年前，大幅增加合格師資人數，包括在發展中國家進行國際師資培訓合作，尤其是最低度開發國家（LDCs）與小島嶼發展中國家（SIDS）。
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.
指標 Indicator
4.c.1 按照教育水準劃分，確保具有最低要求資格的教師比例。
Proportion of teachers with the minimum required qualifications, by education level.
SDGs 4 實際案例｜ Case Study of SDGs 4
#1 為台灣而教 「TFT」 Teach for Taiwan (TFT)
TFT 成立於 2013 年，是致力於解決「教育不平等」的非營利組織，期望為每一個孩子創造平等的教育機會。
TFT 的使命是培育能持續驅動改變教育不平等的領導人才，與高需求地區協力創造優質的教育環境，帶動一個為孩子的公平發展機會而努力，一同發揮「用生命影響生命」的影響力。
TFT 優先與高學習需求地區的國小合作，以孩子為中心，努力實踐「浸潤式培訓」與發揮「在地影響力」，讓小孩子獲得充分且平等的教育機會。
TFT 定義出五個關鍵的核心價值：「以終為始」、「信任與尊重」、「擁抱挑戰」、「為自己與團隊負責」、「正直與善良」，期待 TFT 每一位成員能持續內化共同的核心價值，以作為行動與決策的依歸，創造更有利於實現願景的正向組織文化。
Founded in 2013, TFT is a non-profit organization dedicated to addressing educational inequality and creating equal educational opportunities for every child.
TFT's mission is to cultivate leaders who can sustainably drive change in education inequality, work with high-need districts to create quality educational environments, and mobilize a community of people who are working for equitable opportunities for children to make an impact with their lives.
TFT has made it a priority to work with elementary schools in high-need areas to provide child-centered, immersive training and local impact so that children have full and equal access to educational opportunities.
TFT has defined five key core values: "Begin with the End in Mind", "Trust and Respect", "Embrace Challenges", "Take Responsibility for Yourself and Your Team", and "Integrity and Kindness". We expect that every member of TFT will continue to internalize these core values as the basis for their actions and decisions, and to create a positive organizational culture conducive to the realization of our vision.
Source: Teach for Taiwan (TFT)
#2 均一平台教育基金會 Junyi Academy
均一教育平台認為每位孩子都應該擁有均等的機會，用自己的步調學習，並在成長過程中培養自學習慣、成為一位終身學習者，成就自己的未來。
他們的理念是:透過科技與合作，提供所有孩子免費且優質的個人化學習內容與環境。透過科技建立隨時隨地都能方便使用的「線上學習平台」，和教育生態系夥伴合作提供符合孩子需求的「個人化學習內容」，並共同打造教學升級後的「教師與學校體系」。盼望藉由個人化學習內容與線上線下環境的努力，讓孩子能從喜歡學、學得會，到學會學，進而建立學習自信，成為一位終身學習者，來面對社會的挑戰。
Junyi Education Platform believes that every child should have an equal opportunity to learn at his or her own pace, develop self-learning habits as he or she grows, and become a lifelong learner to fulfill his or her future.
Their mission is to provide all children with free, high-quality, personalized learning content and environments through technology and collaboration. Through technology, they will build an online learning platform that can be used anywhere, anytime, and collaborate with education ecosystem partners to provide personalized learning content that meets children's needs, and work together to build an upgraded teacher and school system. We hope that through the efforts of personalized learning content and online and offline environments, children can go from enjoying learning, to acquiring, to learning how to learn, and then to build up self-confidence in learning, and to become lifelong learners who can face the challenges of society.
Source: 均一平台教育基金會 l Junyi Academy
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