Achieving Sustainable Development Goal (SDG) 4 on Quality in Education. Challenges and Opportunities, Experiences from Southern African (SADC) Universities.
- August 17, 2021
- Posted by: rsispostadmin
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VII, July 2021 | ISSN 2454–6186
GN Shava1*, D.Nkengebeza2, N. Phuthi3, K.D. Mpuang4, J. Alava5
1National University of Science and Technology, Zimbabwe
2University of Namibia, Namibia
3National University of Science and Technology, Zimbabwe
4 University of Botswana, Botswana
5University of Jyvaskyla, Finland
*Corresponding author
Abstract: Quality higher education and education for sustainable development is an indispensable part of the development equation. Higher education the world over is the key to better life and the foundation for every strong society. To eradicate poverty, boost shared prosperity and achieve sustainability and development, nations should adopt radical changes to ensure the achievement of sustainable goal (SDG) 4 on quality in higher education. Quality education for sustainable development should seek to ensure that all people gain knowledge, skills and values they need to live in dignity and to fulfil their potential and contribute to their societies as responsible citizens. With goal 4 on quality education, the 2030 Agenda for sustainable development seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. In our study we argue that in the 21 century to attain Agenda 2030 and specifically Education for Sustainable Development (ESD) goals the SADC region must emphasise a pragmatic educational philosophy, empowered by technology and the needs of society. Our study focuses primarily on the challenges of achieving SDG 4 on quality in higher education. The authors draw on structure, culture and agency theoretical view point to offer deeper insight into the challenges of achieving quality and sustainable development in higher education, specifically focussing on three countries in the SDAC region. The aim of our qualitative study was to explore the complexity of raising higher education quality in the SADC region suggesting the need for multiple players to come together.
Key words: Education for Sustainable Development: Higher Education: Quality Education: Teaching and Learning: Southern African region.
I. CONTEXTUAL AND BACKGROUND INFORMATION
Higher Education the world over provides itself as the vanguard of vision and wisdom and its core values point to its potential leadership role in shaping society. Very recently (UNESCO,2017) tell us that, ESD is placed at the centre of the 2030 sustainable development agenda and has been widely acknowledged as a key enabler of all 17 SDGs which includes SDG4 on Quality Education for All. Mohanty and Dash (2018) argue that, sustainable education especially quality education has been considered as renewable resources to be geared towards the acquisition of key competences of 21 st century including sustainable life style, work and habitant. According to the United Nations Educational, Scientific and Cultural Organisation
