Welcome to SDG Pulse, the intersection between Elearning and Sustainability Development Goals, particularly SDG №4. Here we keep track of the ways in which the eLearning Industry is (or is not) promoting economic development and social justice. Welcome!
Engineering is an essential component in the development of the world. Therefore, promoting engineering skills among the population, particularly the future workforce, is critical to ensure the future development of a society.
However, engineering is a profession where a notorious minority of female participation is seen.
According to “Engineering for Sustainable Development: Delivering on the Sustainable Development Goals,” a report presented by the UN, available engineering skills among the world’s population are insufficient to achieve the Sustainable Development Goals.
“Engineering is a profession that allows sustainable development and for this to be implemented the world needs more male and female engineers and in turn more equality,” said UNESCO’s Director General, Audrey Auzolay.
The report states that with engineering, SDG objectives have been achieved, such as ending poverty, reducing inequality or promoting environmentally conscious development, among others.
With 17 SDGs to meet, and given the high degree of dependence among one another, disregarding Gender equality and women empowerment (SDG 5) or Quality Education (SDG 4) makes achieving the others all the more challenging.
Education budgets are declining in two of the world’s poorest countries
Global spending on education has shown an increase for 10 years, but according to an, Education Finance Watch ( EFW) report, the pandemic could interrupt this rise in investment in education.
The money budgeted for education is not adapted to the challenges that the pandemic has caused.
Despite the fact that financing processes have been carried out, two thirds of the countries with poor and lower middle income have had to reduce their investment since the pandemic began.
According to the new report by the World Bank and UNESCO, before the pandemic began, high-income countries spent approximately $ 8,501 USD compared to $ 48 USD in low-income countries, this money is for each child who receives an education.
The report emphasizes that it is not only necessary to prevent the budget from continuing to decrease, but also to find a way to guarantee quality education for children living in areas with difficult access, and that in turn they have access to the internet. can learn how to function in an educational environment