EDUCATION

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

1. A strong education system widens the prospects of opportunities, improves health and bolsters the resilience of communities.

How to attain the goal of quality education:

1. The process can start with ensuring the enrollment and attendance at the schools.

2. Significant progress is possible when countries prioritize the concept of 'learning for all'. This progress is just the beginning of a global movement, with every student in every country learning about the basic life skills and approaches for sustainable development from well trained teachers equipped with resources and well designed curriculum.

3. To help resolve the dire crises of education in the developing countries, concrete and strict policies should be recommended by the policymakers. Every stakeholder (Government, teachers, parents, and even students) in the education sector needs to work towards the implementation of these policies.

4. Every stakeholder (Government, teachers, parents, and even students) in the education sector needs to work towards the implementation of these policies.Also, the performance of those policies needs to be assessed and monitored timely.

5. The educational framework for action needs to be introduced strictly and to review functions to catalyze and monitor progress.

Quality education and lifelong learning opportunities for all are central to ensuring a full and productive life to all individuals and to the realisation of sustainable development. Despite considerable progress in school enrolment, millions of children remain out of school, especially where educational systems struggle to keep up with population growth.Even when more children are enrolled, many do not acquire the basic skills.Quality education is hampered by the lack of trained teachers and adequate school facilities. Achieving this Goal will require intensified efforts, particularly in sub - Saharan Africa and Southern Asia, targeted to vulnerable populations, specifically persons with disabilities, indigenous people, refugees and the rural poor.

IN THE POOREST COUNTRIES, ONLY 40 PERCENT OF CHILDREN PARTICIPATE IN EDUCATION ONE YEAR BEFORE THE START OF PRIMARY SCHOOL.Early childhood is a critical period for a child's cognitive development. Organized learning before the official start of primary school has been shown to boost a child's social, emotional and intellectual development and support readiness for primary education and future learning. Pre - primary education is, in fact, considered an important part of a holistic and robust educational system. In 2014, two thirds of children worldwide participated in pre - primary or primary education in the year prior to the official entrance age to primary school, However, in sub- Saharan Africa, the least developed countries and landlocked developing county, the rate was only 4 in 10 children, versus 9 in 10 children in Europe and Northern America, and Latin America and the Caribbean

Education and Productivity Clearly the educational provisions within any given country represent one of the main determinants of the composition and growth of that country’s output and exports and constitute an important ingredient in a system’s capacity to borrow foreign technology effectively. For example: health and nutrition, and primary and secondary education all raise the productivity of workers, rural and urban; secondary education, including vocational, facilitates the acquisition of skills and managerial capacity; tertiary education supports the development of basic science, the appropriate selection of technology imports and the domestic adaptation and development of technologies; secondary and tertiary education also represent critical elements in the development of key institutions, of government, the law, and the financial system, among others, all essential for economic growth. Empirical evidence at both micro and macro levels further illuminates these relationships. At a micro level, numerous studies indicate that increases in earnings are associated with additional years of education, with the rate of return varying with high level of education. The returns to primary schooling tend to be greater than returns to secondary and tertiary education.

In agriculture, evidence suggests positive effects of education on productivity among farmers using modern technologies, but less impact, as might be expected, among those using traditional methods. In Thailand, farmers with four or more years of schooling were three times more likely to adopt fertilizer and other modern inputs than less educated farmers. 

Education is also an important contributor to technological capability and technical change in industry.

I had take step through UNESCO (United Nations Educational, Scientific and Cultural Organization.) committee in IMUN ( INTERNATIONAL MODEL UNITED NATION) online conferences 91.0 and i had represent Botswana country and take stand of botswana country's education system and i gave the committe good stand and i had win the award of honourable mention in UNESCO committee that is proud for me. And this steps I had taken in UNESCO committee through online conference of IMUN 91.0

I am an individual

I am alone

I am alone so I have not any team

I am alone