FACULTY OF ECONOMICS AND BUSINESS

EBE2174 ECONOMETRICS
SEMESTER 2 SESSION 2022/2023
INDIVIDUAL ASSIGNMENT
GROUP G05 (THURSDAY)

NAME: NAJAA SOFIA ALIAH BINTI HARISIN

MATRIC NO: 80325
LECTURER: DR JEROME KUEH SWEE HUI
1.0 Introduction

One of the 17 Sustainable Development Goals (SDGs) set by the UN in September 2015
is Sustainable Development Goal 4 (SDG 4), which is about high-quality education. SDG 4's full
title is "Ensure inclusive and equitable quality education and promote opportunities for lifelong
learning for all." The UN collaborates with nations all across the world to achieve SDG 4. The UN
assists nations in developing and implementing educational policies and programs by offering
technical aid, financial support, and advocacy. The UN also strives to mobilize funding for
education and to increase awareness of the value of education.

One of the targets is to make sure that by 2030, both girls and boys have had a free, equal,
and high-quality primary and secondary education that produces useful and efficient learning
results. Besides that, in order to be ready for primary school by 2030, all girls and boys need to be
ensure to have equitable access to affordable, high-quality, relevant, and effective early childhood
development, care, and pre-primary education.

All other Sustainable Development Goals must be met in order to achieve SDG 4. Peace,
social progress, and economic growth are all greatly impacted by education. It helps people with
learning the abilities and information required for career success, participation in society, and wise
decision-making. Inequality and poverty cycles can both be broken through education. The
achievement of SDG 4 presents numerous obstacles. Millions of kids and teenagers around the
world are still not attending school, which is why it is a challenge. Another issue is that education
is sometimes of poor quality, particularly in underdeveloped nations. There are major differences
in who has access to school, with girls, kids from underprivileged backgrounds, and kids with
disabilities more likely to be left out.
2.0 Literature review

2.1 SDG 4 in Higher Education: Challenges and Opportunities

This case study discusses opportunities and difficulties related to higher education's
involvement in achieving Sustainable Development Goal (SDG) 4. This paper provides an
example of how higher education can effectively advance SDG 4 using The University of the West
Indies (UWI) School of Education (SOE) (Mona Campus in Jamaica). Findings The research paper
makes the case that HEIs must actively participate in shaping and leading the SDG 4 agenda rather
than merely following along from the sidelines, according to the literature and case study findings.
A framework is presented to assist HEIs in accomplishing the goals linked with SDG 4, which
puts the global south's discourse front and center as a venue that is frequently left out of the
conversation.

2.2 Teacher and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in
South Africa

As we are approaching the final 10 years before the Sustainable Development Goals are
achieved in 2030, African nations continue to be plagued by poverty and underdevelopment. The
achievement of Sustainable Development Goal (SDG) 4 is still out of reach for a majority of
African youngsters. Using data from two related empirical studies, one on social cohesion and
citizenship at the high school level and the other on how assessment for learning is implemented
at the primary school level, it was discovered that not only are schools not equipped to deliver the
high-quality education outlined in SDG 4, but also that the teachers require further education in
order to embody the goals of SDG 4. All involved parties, including the government, industry, and
NGOs, must come together for these issue to be properly addressed.
2.3 Girls in STEM: Addressing SDG 4 in Context

Raising girls' interest in STEM fields is one strategy for implementing Sustainable
Development Goal 4 (SDG4), "Quality Education," that aims to guarantee inclusive and equitable
quality education and to encourage opportunities for lifelong learning for everyone. The literature
on STEM education research has offered a number of techniques to do this. Introducing girls to
STEM fields while they are still in elementary school is one such endeavor. Although there are
many industry-school collaborations, it is difficult to find instances of effective models that could
guide practice. This article explores the effective implementation of a STEM education program
called Girls as Leaders in STEM (GALS) by industry experts, university professors, instructors,
and students.

2.4 Online Learning for High Education: Perspective of Indonesian Educators

The Covid-19 pandemic has dramatically altered daily living, causing many face-to-face
activities to be replaced by internet ones. However, for certain institutions, especially those that
are exclusively accustomed to face-to-face instruction, making the switch to online learning might
be difficult. Studies on the effects of a quick switch to online learning have found that students are
less motivated to attend classes, the classes are less engaging, and the students are under more
strain due to their own anxiety and an increased workload. Certain countries, particularly
Indonesia, view blended learning—the blending of online and in-person learning—as their main
framework for education in the post-pandemic period. Students will grow comfortable with online
learning in this fashion, making the transition to it easier in the case that another unusual
occurrence occurs. The main advantages of both learning modes can also be achieved through
blended learning.
2.5 Digital Teachers Competence in Teacher Training as an Element to Attain SDG4 of the
2030 Agenda

To achieve Sustainable Development Goal 4 of the 2030 Agenda, teachers, students, and
schools must improve their digital literacy. This objective includes improving educational
standards and providing opportunities for learning. The current understanding of the need to
increase teachers' digital competency is in part due to their knowledge of and use of digital tools
during the COVID-19 confinement. This paper's major goal is to examine the digital resources that
instructors who took part in the research used most frequently in Spain between March 2020 and
June 2020 as a result of the lockdown that nation faced. 97 teachers able to teach from abroad
responded to a validated questionnaire that was distributed online in schools and high schools of
the Community of Madrid. 97 instructors who could teach from home responded to a validated
questionnaire that was distributed online in schools and high schools in the Community of Madrid.
The outcomes show how they perceived the available technology. Digital platforms, online
courses, and videos were deemed to be the most helpful, whilst assessments online and forums
were deemed to be the least helpful. Their responses also demonstrate that the majority of the
training they received came through online courses and discussions with peers. It is crucial to
increase teachers' digital competency as part of their training in order to ensure high-quality
education.

3.0 Discussion

Governments, corporations, civil society organizations, as well as people must work

together to achieve SDG 4. Additionally, a substantial investment in education will be needed.
However, reaching SDG 4 will have significant positive effects. Everyone's future is brighter
thanks to education. The 2030 SDGs offer a chance to balance life's economic, social, and
environmental facets. The SDG 4 places focus on achieving this balance through opportunities for
inclusive and equitable quality education and lifelong learning. To put it another way, quality
education ought to result in better development outcomes for people, communities, and nations
(SDSN Australia/Pacific, 2017), hence assisting in the eradication of poverty. The Sustainable
Development Goals are built on a foundation of higher education (UNESCO IIEP, 2017).
 The results of the empirical evidence of teachers' reality discussed above have several
significant consequences for South Africa's efforts to achieve SDG 4, or quality education. First,
having certified and competent teachers is the first step in achieving SDG 4, notably the
commitment to education systems. But in a nation like South Africa, addressing the legacy of
previous political and colonial administrations has an unbreakable connection to these. There have
been various policy directives focusing on equality, inclusivity, and respect of different cultures
and religions in the post-apartheid context. The use of assessment to promote learning was also
underlined with the introduction of curricular 2005 and following curricular changes. However,
some of the teachers' techniques and methods in the two studies go contrary to the directives and
guiding principles of the policy. This shows that in order to teach in a post-apartheid environment,
educators need to continue to grow professionally (Nakidien, Singh & Sayed, 2021).

This study sought to illustrate that one strategy to fulfil Sustainable Development Goal 4
is to increase girls' aspirations for STEM occupations and to promote STEM learning opportunities
in order to provide a more inclusive and equitable approach to STEM education. By working on
projects connected to the industry, girls were able to realize the possibility of a STEM career.
(Campbell, Hobbs, Xu, McKinnon & Speldewinde, 2022). Industry relationships were used to
encourage girls' interest in STEM. This study also used a set of STEM for Sustainable
Development (STEM4SD) principles to show how the girls' project work mostly adhered to them,
highlighting the connections between STEM education and sustainability.

Online learning appears to be more advantageous than physical instruction, but it is thought
to lack the teaching experience needed to meet the demands of vulnerable students. Many
responses reject the idea that online learning has a good influence on classroom discussions,
comprehension among pupils, interactions between learners and educators, and active engagement.
This is anticipated for a number of reasons. First of all, many educators and students aren't used to
online learning, thus while making the switch, they just adapt their previous onsite learning
approach. Second, compared to in-person interactions, online ones are inherently restricted. For
instance, during online instruction, teachers cannot completely check student focused attention.
Third, because online learning is carried out by both instructors and students from home, there are
more interruptions. (Karnalim, Muharikah & Natsir, 2022). During quarantine due to COVID-19,
teachers leaned on a wide range of materials. Teachers considered digital platforms and websites
to be the most practical of all these resources. Before the pandemic began, half of the teachers
were familiar with these resources. Anguita, Mendez, and Mendez (2022) demonstrated that during
the study time, digital platforms were the most valued resource in a research study in which 79
students took part. In other words, not only do professors and students agree on how to utilize the
tools (digital platforms), but they also agree on how to evaluate those tools.

4.0 Conclusion

Education is a vital human right and a major factor in sustainable development, making
SDG 4 crucial. People can achieve gender equality and escape the cycle of poverty by acquiring
an education. Furthermore, it can promote tolerant and peaceful cultures and help individuals live
healthier, more sustainable lifestyles. SDG 4 is still far from being accomplished. UNESCO
estimates that in 2018, 262 million children and teenagers in primary and lower secondary
education were not enrolled in school. Many students, even those who are enrolled in school, are
still not developing the skills necessary for success in life. Countries must prioritize and invest in
education if they want to attain SDG 4. Thus, they will also need to deal with issues like poverty,
prejudice, and warfare that hinders young people from getting an education.

5.0 Recommendation

To achieve the goals of SDG 4, government needs to make sure that all boys and girls
complete their primary and secondary education that is free, fair and delivers excellent learning
results. This also entails ensuring that all kids, no matter what their gender is, social class or
geographical location, have access to a high-quality education. Besides, it entails making certain
that the education they receive is appropriate to what they want and need that it equips them to
face the challenges of the twenty-first century. Government should also increase the number of
qualified educators, particularly in rural and developing nations. This includes making investments
in the professional growth of teachers as well as equipping them with the tools they require to be
effective in teaching.
6.0 References
Asia-Pacific SDG4-Education2030 Knowledge Portal. (n.d). SDG 4 Targets and Means of
Implementation. Retrieved on May 21, 2023. https://apa.sdg4education2030.org/sdg-4-targets-
and-means-implementation

Campbell, C., Hobbs, L., Xu, LH., McKinnon, J. & Spelwinde, C. (2022). Girls in STEM:
Addressing SDG4 in Context. https://www.webofscience.com/wos/woscc/full-
record/WOS:000794725100001

Ferguson, T & Roofe, CG. (2020). SDG4 in Higher Education: Challenges and Opportunities.
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https://www.webofscience.com/wos/woscc/full-record/WOS:000541588200001

Karnalim, O., Muharikah, A. & Natsir, S. (2022). Online Learning for High Quality Education:
Perspective of Indonesian Educators. 2022 International Conference on Advanced Learning
Technologies (ICALT 2022).

https://www.webofscience.com/wos/woscc/full-record/WOS:000885102700108

Mendez, D., Mendez, M. & Anguita, JM. (2022). Digital Teaching Competence in Teacher
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https://www.webofscience.com/wos/woscc/full-record/WOS:000858960500001

Nakidien, T., Singh, M. & Sayed, Y. (2021). Teacher and Teacher Education: Limitations and
Possibilities of Attaining SDG4 in South Africa.

https://www.webofscience.com/wos/woscc/full-record/WOS:000622457600001

Sustainable Development Solutions Network. (2017). Getting Started with the SDGs in
Universities. Retrieved from

https://resources.unsdsn.org/getting-started-with-the-sdgs-in-universities

UNESCO. (2017). Six Ways to Ensure Higher Education Leaves No One Behind. Retrieved

from https://en.unesco.org/gem-report/six-ways-ensure-higher-education-leaves-no-one-
behind