1) Developing an international education database of 200 plus nations.
2) Update and Monitor the database quarterly
3) Work to establish a resolution with the United Nations to protect children to school, in school, and from school
4) Build partnerships to provide pre-primary and primary educational tools for children to achieve literacy and numeracy
NJ MED uses a volunteer staff of high school and college students to gather data, that is verified from three sources.
NJ MED uses its $480,000 annual grant from Google to promote its data and daily information that relates to SDG Goals.
NJ MED participates in strategic initiatives (Which are outline on the World Top 20 Project website).
The World Top 20 Project initial stage is to target Africa and Asia with its online advertising campaign and goals. <br />
The Project's next stages will include building an online network for the deliverables.
The World Top 20 Project gathers educational data from early childhood to college, to prepare a data base for each category. The information is promoted online with a grant from Google.<br />
The data collection process uses establish data from other international educational and social development organization for the first seven years of the project. In the eighth year (2020), the project will use its own online network to collect, update and monitor its data base of 200 plus nations.<br />
To achieve it final two stages, NJ MED will join and support other international initiatives.
SDGS & Targets
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
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
Completion rate (primary education, lower secondary education, upper secondary education)
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
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
Participation rate in organized learning (one year before the official primary entry age), by sex
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
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
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
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
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
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
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
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
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
Proportion of schools offering basic services, by type of service
Volume of official development assistance flows for scholarships by sector and type of study
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
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
Deliverables & Timeline
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