SDG Project

Hello, Professor Clark.

And everybody watching, Um, today I am going to show

you all my SDG project.

And the purpose is to investigate and analyze integral human

development and the role of ethics and religion and sustainable

development their attention to the S.

D. G s.

So for me, I chose to dio one SDG and

focus on three different countries.

So the SDG I chose was number four quality education

and the countries that I chose to look at Where?

Malaysia, India and South Africa.

So we're going to start analyzing quality education s t

G four in Malaysia, India and South Africa.

So the point of this presentation is just to analyze

and raise awareness about sustainable development.

Goal number four which is quality education in the following

countries Malaysia, India and South Africa.

As you can see, I have included a little, um,

picture from the SCG website and it just gives you

a little more information about S t g four, which

I also have on the following side.

So we're just going to keep on going SDG four

so sustainable development.

While there are a number of ways to define sustainable

development toe simply put it, sustainable development is the development

that meets the needs of the present without compromising the

ability of future generations to meet their own needs.

And one way in which we try to achieve the

sustainable development is through these goals sustainable development goals, or

SDG for short.

So the one that I have chosen is SDG four

to ensure inclusive and equitable quality education and promote lifelong

learning opportunities for all.

And then here we just defined in a little bit

further, the overall goal of sustainable development can be defined

as the long term stability of the economy and environment.

This is only achievable through the integration and acknowledgement of

an economic, environmental and social concerns through the decision making

process. This goal ensures that all girls and boys complete

free primary and secondary schooling by 2030 so this is

the SDG goal for number four.

It also aims to provide equal access to affordable vocational

training, to eliminate gender and wealth disparities and to achieve

universal access to a quality higher education.

And then, in 2015, Unesco's 2030 educational plan was formulated

at the World Education Forum held in Incheon, Republic of

Korea The goal of this is as follows to ensure

inclusive and equitable quality education and promote lifelong learning opportunities

for all.

And then we're going to jump into Malaysia, my first

country of choice.

So analyzing SDG four in Malaysia.

So the architect of Education Malaysia opted to adopt the

sustainable development goal of the 2030 agenda and implement the

missions to ensure inclusive and equitable quality education on promote

lifelong learning opportunities for all.

So they were one of the countries that, um they

said yes, we're going to do this.

They became a part and they took part in implementing

the SDG goals in their country.

Um, some statistics Malaysia has been making efforts to improve

their quality of education systems since as early as the

19 sixties, when the nationwide multi to divert multi dimensional

poverty eradication programs were implemented so well, they joined in,

Um, they joined in, um, in 2015.

They didn't.

That wasn't the beginning of their journey towards, um making

things more equitable and equal in their country.

They had been making strides for a long time before

that, um on then, Within the last few decades, Malaysia

has shown strong commitment to improving their educational systems in

order to provide quality education to their young people, especially

through reform of school curriculums.

So after they joined, though, they began making even even

bigger strides.

Some challenges for quality education in Malaysia.

So some challenges which create barriers to achieving STD for

in Malaysia include the high level of centralization and policy

making and regulation impact of various external factors on the

quality of teaching and learning, building capacity and empowering teachers

for policy change.

States Stet State set Excuse me curriculum requiring many courses

that cater to political demands and providing accessible education for

Children with special educational needs.

So these air some of the serious, more pressing challenges

that they face in Malaysia when it comes to creating,

um, these educational opportunities.

Now we look at here.

Some of the horses has six.

So, according to Malaysia's Voluntary National Review Report, 97.2 enrollment

rates for primary and 90% for secondary school for both

boys and girls in 2016 and 48% enrollment for higher

education in 2012 70% higher than in 2002.

So as we can see, things have started improving and

my research proves to be quite hopeful due to the

fact that Malaysia is one of the few countries to

seriously take initiative and interest in improving the quality of

education for their future generations.

I think that the future of their educational system is

promising because while the plan is ambitious, it is doable

and they seem to be on the right track and

now we're going to take a look at India.

So before the adoption of STDs in India, there was

already a series of programs focused on improving the quality

of education.

Again. Same sort of situation is Malaysia.

They were already had some Siris of programs which was

focused on improving education.

But while this is true, the implementation of STDs acted

as a catalyst for improving education, since the implementation of

STD for significant progress has been made in primary education,

with improvement in the enrollment and completion rates of girls

in both primary and elementary schools and then also a

flagship government scheme called Sarvas chicha a beyond.

I apologize if I'm not pronouncing that right, is aimed

at achieving universal quality education for all Indians and is

completed, complemented in this effort by targeted schemes on nutritional

support, higher education and teacher training.

So you can see they have implemented things and policies

that are going to act as catalysts for them to

really get on the right track in terms of implementing

STD four in their country.

Some challenges that they face in India, um, within achieving

quality education are as follows maintaining standard of education, more

than a million schools nationwide, infrastructural constraints and social issues

which make it more difficult to make educational education accessible,

toe everyone society, women, poor minorities, the cost of education,

ethnic diversity.

And then we have a few more statistics here on

overall, despite the many challenges India faces in achieving quality

quality education as sustainable developmental.

The fact that the country has already made significant progress

and its plans in place to continue to do so

is quite promising for their future in quality education.

We're gonna move to South Africa.

So since 1994 the beginning of democracy in South Africa,

significant progress has been made concerning the country's developmental scope

as a whole and especially education.

Of course, with the end of apartheid access to free

education, for Children from poor households has been expanded.

Over nine million Children attend no fee schools.

I thought that was an important statistic.

Some challenges that they face in South Africa are as

follows high levels of poverty, deteriorating infrastructure over crowded, crowded

classrooms, lasting ongoing effects of apartheid and violence against women

or a femicide continues, Um, here's some more statistics and

the conclusion I came up for South Africa is while

they're definitely some promising statistics and strides that have been

made towards achieving quality quality education, some of the challenges

South Africans face, such as the shortcomings of their government

in terms of constantly failing to reach its goals, such

as that of infrastructure and facilities is concerning and makes

the research for this country slightly bleaker than for that

of Malaysia and of India.

And then we're gonna just Here are all of my

sources and the conclusion I came to is all in

all, I was pleasantly surprised with each country seemingly fierce

and serious determination of implementing SCG for quality education in

their countries.

Each country I research has made tremendous strides in improving

their educational system since implementing STD for and overall, the

research looks quite hopeful.

I'm promising because the leaders of these countries seem to

be doing what is necessary to meet their goals quality

education for every boy and girl by 2030 despite their

own unique circumstances and challenges.

SDG Project

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