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SDG 4: Quality Education

Selected e-articles

Abstract: Radiography education is uniquely positioned to advance the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 17 (Partnerships for the Goals). This narrative review explores the role of radiography education in supporting the SDGs through curriculum development, interdisciplinary learning, and global partnerships. In line with SDG 3, radiography plays a pivotal role in non-communicable disease prevention, early diagnosis, and treatment through advanced imaging technologies such as computed tomography (CT) and mammography. Programs such as BreastScreen Australia exemplify the contribution of radiography in reducing mortality through early detection. SDG 4 is reflected in the continuous evolution of radiography curricula to incorporate sustainable practices, ensuring that graduates are well-prepared for the future of healthcare. SDG 17 emphasizes the importance of international collaboration, and radiography education exemplifies this through partnerships with global institutions. These collaborations enhance knowledge exchange, capacity building, and research efforts, particularly in low- and middle-income countries. Radiography education is integral to achieving the SDGs by equipping healthcare professionals with the necessary skills to promote sustainable healthcare practices. Through interdisciplinary learning, curriculum enhancement, and international partnerships, radiography programs contribute to both local and global health initiatives. To strengthen its impact, radiography education must prioritize the integration of sustainability-focused practices, expand interdisciplinary collaborations, and advocate for equitable access to education and healthcare services. Future efforts should focus on leveraging innovative teaching strategies, such as AI-enhanced learning and remote imaging operation, while addressing global health inequities through targeted initiatives. By fostering these sustainable education practices, radiography can have a lasting global impact on public health and development. By fostering these sustainable education practices, radiography can have a lasting global impact on public health and development, address critical healthcare challenges and contribute to a more sustainable future.

Abstract: The Sustainable Development Goals (SDGs) of the United Nations aim to address the sustainable challenges continuously emerging in the world today. This study analyzes the progress of 27 European countries from 2015 to 2019 in achieving SDG Goal 3 (Good Health and Well-Being), Goal 4 (Quality Education), and Goal 8 (Decent Work and Economic Growth). The implementation of these three goals is interconnected. Good health enhances the effectiveness of education, as healthy individuals can learn and work better. Improvements in education are not only crucial for personal career development but also promote economic growth and social welfare. Stable and sustainable economic growth provides the necessary resources and conditions for improving health and education. This study uses the Parallel SBM DEA model to quantify the performance of EU countries in the areas of economy, healthcare and environment, and education, and standardizes the scores on a scale from 0 (lowest performance) to 1 (best performance). The results are as follows: 1.The economic performance of 12 countries, the employment performance of 6 countries, and the per capita disposable income of 8 countries were below the average level. This study suggests that these countries could pursue industrial upgrading and transformation (e.g., adopting higher value-added industries), which would create better employment opportunities and increase per capita disposable income. 2. Healthcare performance was strong across all countries, but environmental performance in 10 countries was below the average. The study recommends that these countries promote the use of renewable energy, provide subsidies for energy-saving technologies to businesses and households, and promote green buildings and electric vehicles to reduce toxic gas emissions. 3.The educational performance and college completion rates in 6 countries were below the average level. This study suggests that these countries increase education spending and resource allocation, provide employment support for university graduates, and promote digital learning and lifelong learning policies.

Abstract: The study inspects the status of school governance and school outcome at primary school level and set up roadmap for all the stakeholders to achieve the mandate of Goal 4 in SDGs within 2030, especially in the context of rural India. The status of school governance and school outcome are assessed under 4 dimensions and 16 parameters through a survey of 21 rural primary schools from rural Maharashtra. Two different indices have been constructed for school outcomes and school governance using multi-stage principal component analysis. Public and private-aided schools are compared according to the degree of accountability and transparency. It has been realized that there is an absolute need for strong school governance at ground level which is very poor across public schools in rural India. The study followed the Worldwide Governance Indicators (WGI) project and ASER (2014) and considered these baselines to find the present status of school governance and school outcome for the present study.

Abstract: Motivation Despite increases in school enrolment, the world is facing a global learning crisis that suggests a trade‐off between the quantity and quality of education. Purpose This case study from Ghana examines whether there has been a long‐term change in educational outcomes, measured by population literacy and numeracy rates, in the decades following the implementation of a national free compulsory basic education policy. It further determines whether there are variations by level of education in the changes over time. Approach and methods This study used nationally representative repeated cross‐sectional data from two Ghana Living Standards Surveys (2006 and 2017) to estimate basic literacy and numeracy. Findings At the same level of education for the primary and lower secondary school levels, literacy and numeracy were lower in the latter period than a decade previously. These findings suggest that the expansion in gross enrolment at the primary and lower secondary school levels has been associated with a long‐term decline in the quality of education. Policy implications Considering these findings, it is crucial to consider the long‐term implications of expanding access to education on the quality of the education provided. These findings highlight the need for increased investment in quality education to complement the increase in access. This would ensure that children acquire foundational skills at the basic education level. Failure to maintain quality alongside expanded access could negatively impact workforce productivity, economic growth, and social equality.

Abstract: The notion that housing is the bedrock of the social and economic development of families and communities is well acknowledged in all societies. From a social development and social policy perspective, this conceptual paper provides a compelling argument about the dividends that accrue from integrating housing and education planning. The rights to housing and education are social investments that promote human, social and economic development. The impact of Corona Virus Disease (COVID-19) and its subsequent lockdowns were too severe on children from poor households who occupied inadequate housing. The authors make use of a literature methodology that synthesises United Nations policies and updates on COVID-19, empirical research and government policies and steps taken to attenuate the impact of the pandemic. The paper establishes that the country is still impaired by high levels of poverty which locks poor children in poor schools and poor housing. During COVID-19, millions of these children had their rights to education undermined because their economic and housing circumstances could not allow them to participate in online learning. Having established the essential social development potential of housing it is therefore fitting to rethink how social policy could be employed to dovetail the housing and education nexus. The authors recommend research to help envision this relationship, not only from a theoretical level but also from collaborative implementation processes.

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