Building Future-Ready Education Systems: UNESCO’s Roadmap to Achieving SDG 4

UNESCO's 2024 report highlights global efforts to transform education by addressing funding, digital access, inclusivity, teacher empowerment, and curriculum reform, with a focus on meeting Sustainable Development Goal 4 by 2030. Despite progress, challenges remain in financing, digital quality, and equitable access for marginalized groups.

The 2024 UNESCO report, Transforming Education Towards SDG 4, conducted by UNESCO's Education Sector, highlights the progress and challenges faced by countries worldwide in advancing Sustainable Development Goal 4, which targets inclusive, equitable quality education and lifelong learning. Stemming from commitments made at the 2022 United Nations Transforming Education Summit (TES), the report surveys actions taken by 91 countries, examining how nations are aligning their educational policies to achieve transformative, sustainable outcomes by 2030. As global pressures mount, including ongoing educational crises and disruptions from COVID-19, climate change, and socio-economic shifts, the survey captures a collective mobilization of national education systems. These findings indicate an international drive to reimagine educational purpose and delivery, with countries reporting substantial progress in areas such as financing, inclusion, teacher training, and digital transformation. Yet challenges remain, particularly in meeting financing goals, achieving educational equity, and preparing students for rapidly changing workforce demands.

A Persistent Need for Financial Stability

A significant finding of the report is the importance countries place on securing sustainable education funding. Over 86% of nations report concrete actions to bolster domestic financing, recognizing that financial stability is essential for transformative change. Many governments aim to protect and increase education budgets, particularly during economic downturns or crises. However, international aid contributions for education remain inconsistent; only a minority of donor countries meet the benchmark of allocating 0.7% of their Gross National Income to Official Development Assistance, with an even smaller fraction dedicating 15% specifically to education. To offset shortfalls, countries are exploring innovative financing, partnerships, and cross-sector collaboration. This push for fiscal security reflects the urgency governments feel about investing in a system-wide overhaul, understanding that only through stable, adequate funding can education deliver long-term impact and resilience.

Digital Transformation with a Focus on Inclusion

Digital transformation emerges as a priority for many nations, with nearly universal commitment to expanding digital access in education. Countries are investing in internet connectivity, integrating digital tools into classrooms, and supporting teacher training on digital platforms, all while promoting equity and inclusion. Nonetheless, while many countries prioritize expanding access to digital resources, fewer focus on the quality and appropriateness of digital learning content, which remains under-addressed in many policy responses. Government-endorsed digital platforms are rare, which raises concerns about how effectively digital learning will support national educational goals. UNESCO underscores the need for a balanced approach to digital learning, emphasizing that while access is fundamental, the quality, usability, and content of digital resources must also be considered. Digital equity remains a priority, with the ultimate goal of creating universally accessible learning that safeguards data privacy and promotes digital well-being for both students and educators.

Tackling Educational Gaps with Inclusivity

The report reveals that inclusivity is a central theme across national strategies, with every participating country committed to reducing educational barriers for marginalized groups. Countries are increasingly addressing issues of gender equality, rural access, disabilities, and the specific needs of refugee and displaced children. Some countries are making strides in gender-sensitive education by revising curricula and improving access for girls and women. However, inclusivity gaps persist, particularly for vulnerable populations such as displaced persons, whose educational access often remains limited. Refugees and displaced youth frequently struggle to access school due to bureaucratic, geographic, and language barriers. In response, several countries are integrating displaced learners into national systems, allowing them to participate in formal education and supporting these students' psychological and social needs. Yet, while the sentiment of inclusivity is widely accepted, implementing policies that adequately support these groups often proves challenging, suggesting that countries need to continue refining strategies to make inclusivity a reality for all learners.

Empowering Teachers for Sustainable Change

Teachers play a vital role in this educational transformation, and the survey highlights that countries are working to address both teacher shortages and professional needs. Nine out of ten countries report prioritizing teacher training, with an emphasis on digital skills and modern pedagogical techniques. However, while professional development is a widespread focus, only around 60% of surveyed countries are improving working conditions to attract and retain high-quality educators. With an estimated 44 million teacher shortage worldwide projected by 2030, countries are encouraged to prioritize not only training but also recruitment, retention, and working conditions. The report underscores that teachers are crucial change agents in the educational landscape; without adequate support and recognition, countries will struggle to meet their ambitious SDG 4 goals. Countries are increasingly aware that to make teaching an appealing and sustainable profession, investment in teachers’ working conditions, autonomy, and career progression is essential.

Preparing for the Future with Holistic Education

Countries are also rethinking the content and methods of education, moving beyond traditional academic models toward curricula that emphasize sustainability, social-emotional learning, and practical skills development. Nearly all countries report that they are updating curricula to align with climate goals, digital economy needs, and evolving workforce expectations. Many have integrated environmental education, socio-emotional learning, and vocational skills into their teaching strategies, helping students develop the skills needed in the 21st century. There is a particular focus on technical and vocational education and training (TVET), as these skills are seen as crucial to economic recovery and development, especially in post-pandemic economies. However, foundational skills such as literacy and numeracy, particularly at early education levels, continue to require attention, as countries work to ensure every learner has access to a quality educational foundation.

Youth engagement is another area of growth, with countries increasingly involving young people in education policy development. Governments are beginning to incorporate youth voices into policy discussions, acknowledging that students themselves are essential stakeholders in the education transformation journey. However, challenges persist as countries work to engage all stakeholders meaningfully and adapt policies to local contexts, especially when balancing economic constraints, political dynamics, and cultural values. The UNESCO report ultimately serves as both a monitor and motivator, illustrating how countries are reshaping education in real-time and encouraging further collaboration, adaptability, and innovation on the path toward achieving SDG 4 by 2030.