Accessible and Equitable Hi-Q Education for Undergraduates (Quality Education of United Nations Framework Convention)
Description
Realizing that education is a social driving force for establishment of peace and sustainable development. Apparently the global educational governance pattern is bound to change, the arrival of a lifelong learning. In 2005, the United Nations have proposed Sustainable Development Agenda for 2030, which captured the ambitions for education that aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. The Incheon Declaration in 2015 committed to focusing all efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.
Understanding that college education as a part of education systems is becoming increasingly indispensable in the processing of quality education accomplishing. In the QS World University Rankings, many developed countries (or regions) rank first, for instance, 31 American universities and 18 Universities UK dominate the top 100 in this year. But a large number of underdeveloped and developing countries (or regions) do not have high quality education for college students or even not established undergraduate education. As the whole worldwide college education unbalanced, it is vital to rebuild an accessible and equitable Hi-Q Education framework for undergraduates.<br />
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Comprehensively considering the challenges we will meet. On the economic, with the influence of urbanization, compared with the native dwellers who enjoy public education resources, it is unfair that the offspring of immigrants do not have the same education opportunity. At the same time, in terms of tuition fees, college costs are still too high. For the children of poor families, they had to drop out of universities that they dreamed of, and work to make money. On the cultural level, the problem of gender discrimination in various countries and regions is still widespread. Disrespect to women and unequal treatment of women's legal rights, makes the gate of university education blocked by discrimination. It is known that the percent of the colored people received higher education is 16% in South Africa, while the whites were over 50 percent. Similarly, in Mexico less than 1% of the indigenous people receive higher education. In China, young people in rural areas are seven times lower than the enrollment rate of urban students,<br />
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Guiding the Education 2030 Framework to interlink other 16 SDGs. It is believed that targets about other innovative changes in line and the accomplishment of other 16 SDGs will be beneficial to accessible and equitable college education. Lifting the barriers to participation is the first step as well as a tough task.
Feasible action and innovative suggestions
1. Calls for guaranteeing the teaching infrastructure, multimedia and other information equipment, and especially in developed countries. That is to say, financial input should be inclined to this part-core public funding, especially for the disadvantaged, with a stable and sustainable locally based infrastructure;
2. Stresses high quality selection of teachers’ talents. “We should improve our teachers’ ability. The implementation of the action framework is not only about the teaching process, but also how to make excellent teachers play a role in the most difficult areas, because those areas are precisely the most needed for excellent teachersâ€;
3. Establishes a lifelong-learning concept. It is believed that “it’s never too old to learn.†In college education, through curriculum setting, interacting with teachers and classmates, students maybe prefer to make self-discovery and self-learning, and gradually undergraduates will gain the intrinsic motivation of learning;
4.Considers the vulnerable and marginal groups;
(a)For example, “create multi-purpose community learning sites and centers to improve women’s opportunities to enjoy and participate in various forms of educational programs, liking supporting gender-sensitive policies, planning and learning environments; mainstreaming gender issues in teacher training and curricula; and eliminating gender-baised discrimination and violence in schools. And to compile and write relevant plans, methods, and materials that recognize and attach importance to aboriginal cultureâ€;
（b）In conflict-affected areas, it is vital to develop more inclusive, responsive and resilient education systems to meet the needs of children, youth and adults in these contexts, including internally displaced persons and refugees. We highlight the need for education to be delivered in safe, supportive and secure learning environments free from violence. We recommend a sufficient crisis response, from emergency response through to recovery and rebuilding; better coordinated national, regional and global responses; and capacity development for comprehensive risk reduction and mitigation to ensure that education is maintained during situations of conflict, emergency, post-conflict and early recovery;
5. Recommends to making full use of information technology, such as “MOOC†in China, “edXâ€, “Coursera†and “Udacity†in the US, to eliminate the inequality caused by differences in education due to regional differences;
(a)By means of online class, undergraduates can register to study first-class quality courses at home and abroad, as well as can’t be restricted by the factors such as economic conditions. Therefore, it can reduce the cost of teaching and learning, guide the selection of talents, and promote the balanced allocation of teaching resources;
(b) Recognizing and validating of learning outcomes. Reaffirming the equivalent framework, especially the qualification framework for informal and informal learning, formulating or perfecting the framework and mechanism of recognition, identification, and approval of all forms of learning; Make guidelines by UNESCO for all learning results, including the results of informal and informal learning methods, so that these results can be recognized.
1. Emphasizes that providing a fair and accessible quality education for university students in the framework of quality education, one of the sustainable development goals, which is important and indispensable;
2. Clarifies the conflicts that about economic and culture. Such as tuition fees and urbanization. And many problems caused by gender discrimination poses for the high quality of university education;
3. Recommends that there are four suggestions come up with. First, college education should ensure the construction of teaching infrastructure and increase investment in the economy. Secondly, we attach importance to the selection, training and further study of high-quality teachers. Third, the university education fosters students' learning ability and learning concept, thus stimulating the internal motivation of lifelong learning. Finally, the analysis focuses on the advancement of technology, and that brings many online learning and sharing learning platforms like China's MOOC and American Udacity. Importantly, the most vital step is to propose the identification and support of the results of informal learning.
1. Calls for guaranteeing the teaching infrastructure, multimedia and other information equipment, and especially in developed countries. That is to say, financial input should be inclined to this part-core public funding, especially for the disadvantaged, with a stable and sustainable locally based infrastructure;
2. Stresses high quality selection of teachers’ talents. “We should improve our teachers’ ability. The implementation of the action framework is not only about the teaching process, but also how to make excellent teachers play a role in the most difficult areas, because those areas are precisely the most needed for excellent teachersâ€;
3. Establishes a lifelong-learning concept. It is believed that “it’s never too old to learn.†In college education, through curriculum setting, interacting with teachers and classmates, students maybe prefer to make self-discovery and self-learning, and gradually undergraduates will gain the intrinsic motivation of learning;
4.Considers the vulnerable and marginal groups;
(a)For example, “create multi-purpose community learning sites and centers to improve women’s opportunities to enjoy and participate in various forms of educational programs, liking supporting gender-sensitive policies, planning and learning environments; mainstreaming gender issues in teacher training and curricula; and eliminating gender-baised discrimination and violence in schools. And to compile and write relevant plans, methods, and materials that recognize and attach importance to aboriginal cultureâ€;
（b）In conflict-affected areas, it is vital to develop more inclusive, responsive and resilient education systems to meet the needs of children, youth and adults in these contexts, including internally displaced persons and refugees. We highlight the need for education to be delivered in safe, supportive and secure learning environments free from violence. We recommend a sufficient crisis response, from emergency response through to recovery and rebuilding; better coordinated national, regional and global responses; and capacity development for comprehensive risk reduction and mitigation to ensure that education is maintained during situations of conflict, emergency, post-conflict and early recovery;
5. Recommends to making full use of information technology, such as “MOOC†in China, “edXâ€, “Coursera†and “Udacity†in the US, to eliminate the inequality caused by differences in education due to regional differences;
(a)By means of online class, undergraduates can register to study first-class quality courses at home and abroad, as well as can’t be restricted by the factors such as economic conditions. Therefore, it can reduce the cost of teaching and learning, guide the selection of talents, and promote the balanced allocation of teaching resources;
(b) Recognizing and validating of learning outcomes. Reaffirming the equivalent framework, especially the qualification framework for informal and informal learning, formulating or perfecting the framework and mechanism of recognition, identification, and approval of all forms of learning; Make guidelines by UNESCO for all learning results, including the results of informal and informal learning methods, so that these results can be recognized.
Conclusion<br />
1. Emphasizes that providing a fair and accessible quality education for university students in the framework of quality education, one of the sustainable development goals, which is important and indispensable;<br />
2. Clarifies the conflicts that about economic and culture. Such as tuition fees and urbanization. And many problems caused by gender discrimination poses for the high quality of university education;<br />
3. Recommends that there are four suggestions come up with. First, college education should ensure the construction of teaching infrastructure and increase investment in the economy. Secondly, we attach importance to the selection, training and further study of high-quality teachers. Third, the university education fosters students' learning ability and learning concept, thus stimulating the internal motivation of lifelong learning. Finally, the analysis focuses on the advancement of technology, and that brings many online learning and sharing learning platforms like China's MOOC and American Udacity. Importantly, the most vital step is to propose the identification and support of the results of informal learning.
SDGS & Targets
Deliverables & Timeline
Resources mobilized
Partnership Progress
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SDGs
Region
- Asia and Pacific
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Contact Information
KEXIN ZHOU, Youth Training Program participant