Historically there has been a divide between prosperous nations and poor nations; not only economically, but socially and politically. Education is one of the most divisive points between the poor and prosperous, as a proper education is powerful tool to fight poverty and inequality. The access of all children to proper education with an established, uniform and regulated system is a privilege not experienced by an unfortunate number of countries. India is among those countries, facing a jumbled and inconsistent education system. From this broken system arises the goal to improve it and create a consistent and equally accessible one. The goal is to ensure that by 2030 all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal 4 effective learning outcomes. India has made strides in regards to education, especially in the past century, but there is still an enormous amount of work to be done. Only about thirty percent of girls complete their education to grade ten in India (Winthrop, 2016).
Women are the demographic that suffers the most from the current system, but the impoverished are also struggling. Unlike in the United States and many others there is not a countrywide public education system. This has been an issue for hundreds of years, but became especially prominent during the time of British control and because of social marginalization it has never recovered.
Education is an extremely effective 2tool and for this reason it is an integral part of ending gender inequality. This should be a global goal and therefore equal education should also be a global goal. In order to move India forward economically, socially and politically a uniform education system is necessary. Primary school is often easily accessible, but secondary school comes at a cost in many regions leading to the significant drop in attendees from primary to secondary school. The rate drops from about ninety-five percent to forty percent after grade eight (“Education”, 2017).
This rate has actually increased greatly in the past decade, but unfortunately in 2011 the literacy rate was only sixty-nine percent and for women it is fifty-nine percent (Dreze & Loh, 2012, 2868). In prosperous regions this rate is higher, but in poor regions it is almost half the average. The goal arises from UNESCO’s Sustainable Development Goal 4 and its targets. Universal education, equal access to higher education, relevant skills, gender equality, youth literacy and education for sustainable development are the targets (Duxbury et al, 2017) .
In order to achieve this there must be proper funding, quality educators and effective learning environments. Funding is the building block of universal education. The ICEF Education Fund helps disadvantaged young people around the world to access education. To help these young people on their path to education, personal growth, and social involvement, the Education Fund hand-picks promising educational projects in areas where funding is either difficult to obtain or non-existent, and provides crucial support. The ICEF Education Fund has given support to educational projects across the globe, from Brazil to India and beyond. In addition to immediate funding for education there will also need to be a continuing fund. This would be most doable through a change to national taxes and make education spending a national issue rather than decided on by the individual regions.
3However, all the money in the world will not create a strong education system. In order to do that an effective learning environment must be present as well as well trained educators. An effective learning environment requires safety for all students, inclusiveness and potential for a future. It must build towards something; higher education where qualified and well trained teachers are the most important factor for success. Quality teaching in higher education matters for student learning outcomes.
But fostering quality teaching presents higher education institutions with a range of challenges at a time when the higher education sector is coming under pressure from many different directions. Institutions need to ensure that the education they offer meets the expectations of students and the requirements of employers, both today and for the future. Yet higher education institutions are complex organizations where the institution-wide vision and strategy needs to be well-aligned with bottom-up practices and innovations in teaching and learning. Developing institutions that promote educators sharing their knowledge and tactics is also important. Collaborating with colleagues—and the culture of trust and knowledge sharing that collaboration produces— has been linked to increased teacher effectiveness, improved student test-score gains (Kraft & Papay, 2014), and teacher willingness to adopt new innovations (Granovetter & Soong, 1983).Finally, creating scholarships and grants for students and families that pursue higher education and meet academic benchmarks can help ensure a long continuance of the process that is aimed to be in place by 2030. These actions provide for a longstanding ability and will help to produce educated and equal young adults.
By educating them they will see the value that education has and will take on the role of continuing the process. By meeting the goal of a universal education economic, social and political prosperity can be realized and spread to other nation