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Education 2030 - Sustainable Development Goal 4

Education 2030 Sustainable Millennium Development Goals- 4

Special Focus on India


Global Goals and targets aim to stimulate action over the next 15 years in the Five Ps:

  • People
  • Planet
  • Prosperity
  • Peace
  • Partnership

Incheon Declaration

  • Of 17 Goals – Education is SDG 4
  • Adopted in May 2015 at the World Education Forum 2015
  • Single, renewed education agenda - Education 2030
  • Inclusive and equitable quality education at all levels - early childhood, primary, secondary, tertiary, technical & vocational
  • Gender Equality
  • Quality Education
  • Lifelong Learning Opportunities

Principles Include

  • Education is a fundamental human right and an enabling right
  • Education is a public good
  • Gender equality is linked to the right to education for all

Strategic Approaches – to Mobilize Efforts For

  • Achieving effective and inclusive partnerships
  • Improving education policies & way they work together
  • Ensuring highly equitable, inclusive & quality education
  • Mobilizing resources for adequate financing for education
  • Ensuring monitoring, follow-up and review of all targets
  • Provision of 12 years of free, publicly funded, inclusive, equitable, quality primary and secondary education – of which at least nine years are compulsory, leading to relevant learning outcomes – should be ensured for all, without discrimination

India – School Education

  • District Primary Education Program that was launched in 1993 - 94
  • Sarva Shiksha Abhiyan to universalize primary education launched in 2000
  • Right to Education Act (RTE) in 2009 that mandates free and compulsory education for all children between the ages of 6 and 14
India – School Education Image

Dropouts in School – High in India

Dropouts in School – High in India Image-1
Dropouts in School – High in India Image-2

Key Levers of Change – School Education

  • School ratings linked to student outcomes
  • Extend pre-primary to cover 4-year olds
  • Reform teacher eligibility process and strengthen teacher recruitment norms
  • Link appraisal and career progression of teachers and school principals to student/school performance
  • Section 12 (1) (c) of the RTE Act mandates that private schools reserve 25 % of seats for students from marginalized communities & cost is reimbursed by the Government.
  • National Repository of Open Education Resources (NROER) initiative of the MHRD should expand to work with private and civil society organisations in curating high quality resources.
  • Launch ‘Digital OER India’ campaign to incentivize private sector players to release their content under open license, develop new applications and bundle these open educational resources on several platforms to maximize usage.
  • Networking teachers across schools for peer-learning
  • Massive open online courses (MOOCs) to provide online curriculum that is implemented by faculty in teacher education institutes to train teachers and provide high quality resources to larger audiences of teachers

19 Possibilities by Real Delphi Technique

  • National programs for improving collective intelligence
  • Just-in-time knowledge and learning
  • Individualized education
  • Use of simulations
  • Continuous evaluation of individual learning processes designed to prevent people from growing unstable.
  • Improved individual nutrition
  • Genetically increased intelligence
  • Use of global on-line simulations as a primary social science research tool
  • Use of public communications to reinforce pursuit of knowledge
  • Portable artificial intelligence devices
  • Complete mapping of human synapses to discover how learning occurs
  • Means for keeping adult brains healthier for longer periods
  • Chemistry for brain enhancement
  • Web 17.0
  • Integrated life-long learning systems
  • Programs aimed at eliminating prejudice and hate
  • E-Teaching
  • Smarter than human computers
  • Artificial microbes enhancing intelligence

India – University Level

  • Expansion of a differentiated university system with a three-tiered formalized structure
  • Transition to a learner-centered paradigm of education
  • Intensive use of technology
  • Reforms in governance

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