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United Nations Department of Economic and Social Affairs Sustainable Development

Education for All

    Description
    Description
    Newport University provides Tuition Free education at Bangabandhu Institute, which is a Global Research Institute of the University on Bangladesh and the Bangladeshi Father of Nation Bangabandhu Sheikh Mujibur Rahman and Leadership Development Studies and offers Tuition Free distance undergraduate, graduate and doctoral programs study opportunity for the deprived citizens around the world to confirm that every human being has inherited the right to learn for the welfare of the global society and can become a leader.
    Implementation of the Project/Activity

    The Academic Council of the Newport University will implement the initiative under close supervision of the Board of Trustees.

    Capacity

    At preset Newport University operates educational programs in about 7 countries around the world with its Affiliated Colleges in Bangladesh, Egypt, India, Ghana, Nigeria, United Kingdom, United States of America by Distance education. These colleges will act as the Bangabandhu Institue communication point with the local deprived citizens to confirm that every human being has inherited the right to learn for the welfare of the global society and can avail Tuition free distance undergraduate, graduate and doctoral programs study opportunity and can become a leader.

    Governed

    This initiative will be governed by the Board of Trustees of Newport University.

    Partners
    Newport University

    Goal 4

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

    Goal 4

    4.1

    By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

    4.1.1

    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

    Completion rate (primary education, lower secondary education, upper secondary education)

    4.2

    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

    4.2.1

    Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

    4.2.2

    Participation rate in organized learning (one year before the official primary entry age), by sex

    4.3

    By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

    4.3.1

    Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

    4.4

    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

    4.4.1

    Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

    4.5

    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
    4.5.1

    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

    4.6

    By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

    4.6.1

    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

    4.7

    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

    4.7.1

    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

    4.a

    Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

    4.a.1

    Proportion of schools offering basic services, by type of service

    4.b

    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
    4.b.1

    Volume of official development assistance flows for scholarships by sector and type of study

    4.c

    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

    4.c.1

    Proportion of teachers with the minimum required qualifications, by education level

    Name Description
    <https://www.facebook.com/bangabandhuinstitute/photos/a.983101058434657/3227185970692810/?type=3&theater>
    <https://www.facebook.com/bangabandhuinstitute/photos/pcb.1021160861295343/1021157184629044/?type=3&theater>
    <https://www.scribd.com/document/471629095/March-7-as-World-Leadership-Day-pdf?fbclid=IwAR3FtphSTQWgxstvx7xrVpppneb6hQCTEPgSHcJyqEZxFx0mY17OIZu-4GE>
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    Newport Radio (Online)
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    Distance/On-line Education
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    March 7 as World Leadership Day
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    False
    Action Network
    Higher Education Sustainability Initiative
    This initiative does not yet fulfil the SMART criteria.
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    Timeline
    01 January 2016 (start date)
    01 December 2025 (date of completion)
    Entity
    N/A
    SDGs
    Geographical coverage
    South Jordan, Utah, USA
    Countries
    N/A
    Contact Information

    Monira Ahmed, Deputy Registrar