Have you ever wondered what nations are doing to ensure everyone receives quality education? Achieving Sustainable Development Goal 4 (SDG 4), which seeks to provide inclusive, equitable, and transformative education for all, has generated strong international commitment, at least in theory. This effort involves curriculum reforms and state policies worldwide. Some countries have made significant progress, while others face challenges related to financing, teacher training, and the digital divide. Nonetheless, there is a growing global consensus on the need to rethink teaching to adapt it to current demands.
A new UNESCO report has provided revealing data on these efforts. It is based on a global survey where 143 countries reported national commitments aimed at reorienting their educational systems to meet SDG 4 targets. Of these, 91 have already implemented specific actions to fulfill their promises, and 73 have incorporated this process of change into their plans and public policies. These figures reflect a real interest in renewing education, but they also remind us of the magnitude of the task: reforms not only require political will but also financial resources, institutional alliances, and an active civil society.
In this article, we summarize some of the key findings from the UNESCO report and look at how countries are fulfilling their commitments to this SDG.
Inclusion, Equity, and Gender Equality: Non-negotiable Issues
Access to quality education for all, regardless of origin, gender, or social status, has become imperative. According to the report, 100% of the surveyed countries have adopted measures to promote inclusion and equity within their educational systems. This data is encouraging, but it is important to recognize that the implementation of these policies varies considerably between regions, and the depth of the initiatives is far from homogeneous.
Educational inclusion must not only consider access but also the quality and retention in the system. Regarding gender equality, 89% of countries report having implemented specific actions to promote girls’ participation in education and empower them to reach their full potential. These initiatives include scholarships for girls, reserved spots in technical schools (a field historically dominated by men), and support programs such as the National Program for Adolescent Mothers in Colombia, which provides educational, psychological, and financial support to help young women complete their education and improve their employment prospects.
In conflict and displacement contexts, educational inclusion has also become a priority. According to the report, in crisis-affected areas, specific strategies have been developed to integrate these groups into national educational systems, ensuring they are not left behind in the learning process.
For example, Turkey has integrated over 700,000 Syrian refugee children into its educational system, offering linguistic and academic integration programs. Uganda, a country with one of the largest refugee populations in Africa, has also implemented special literacy programs for displaced children at its borders. Meanwhile, Mexico has adopted similar policies for Central American migrants, creating welcome classrooms that allow migrant children to quickly integrate into the education system without missing out on the school year.
Although significant progress has been made, gender and access gaps in rural areas continue to be a challenge, particularly in Sub-Saharan Africa and Latin America. However, the inclusion efforts show that with proper policies and international cooperation, it is possible to move toward a more equitable and accessible education for all.
100% of the surveyed countries have adopted measures to promote inclusion and equity within their educational systems.
Digital Transformation as a Tool
The increased incorporation of technology is another defining feature of this century. According to the report, 95% of countries have developed or strengthened digital learning initiatives, primarily as a result of the health emergency. The school closures prompted the search for online alternatives and tools that kept students connected to the learning process. While this highlighted the importance of connectivity and digital media use, it also exposed deep divides between urban and rural areas.
In this context, some governments prioritized the installation of broadband internet in remote schools, along with the distribution of electronic devices to students who lacked them. In Latin America, Uruguay’s Plan CEIBAL stands out. At the same time, countries like the Dominican Republic trained nearly 100,000 teachers in the pedagogical use of technology. In Sub-Saharan Africa, several projects relied on radio and television broadcasts to reach communities without internet access.
Renewal of Content and Teaching Methods
Another hopeful indicator is that 95% of countries have renewed their curricula, and 88% have updated their pedagogical methods. This is a broad effort to align education with current demands, incorporating skills such as critical thinking, collaboration, and adaptation to a changing labor market. In this context, issues like environmental sustainability and digital skills training are becoming increasingly important.
An example of this can be seen in Germany and Sweden, where environmental education is integrated from the earliest grades. Mexico, in turn, promotes a model that fosters community projects and an intercultural vision that recognizes the country’s linguistic and cultural diversity. Meanwhile, several African nations have started to include modules on entrepreneurship and financial life skills, aiming to foster economic independence from an early age.
According to UNESCO, 80% of countries incorporated content related to sustainable development and skills oriented toward the job market, considering issues like the climate crisis or the digitalization of employment. However, policymakers must consider that updating curricula on paper is not enough: trained teachers, adequate resources, and ongoing assessments to evaluate the effectiveness of reforms are needed. The goal is for students to develop skills that prepare them for a future full of changes and uncertainties, and this is a task that requires consistency between theory and practice.
Early Childhood Education
The early years of life are crucial for cognitive and emotional development. The survey indicates that 92% of countries have reinforced preschool education with different strategies. Some nations have increased coverage through state subsidies, expanding the construction of child care centers. Others have focused their efforts on updating curricula and providing specialized training for caregivers and teachers in this level of education.
Examples abound: in parts of Asia, socio-emotional skills teaching has been prioritized to foster collaboration and empathy from an early age. In Latin America, particularly in Colombia and Peru, initiatives have been launched to equip preschool classrooms with educational materials and promote nutrition programs to ensure the health of young children. Why is this so relevant? The underlying idea is that early stimulation lays the foundation for solid lifelong learning, which helps improve school retention and academic achievement in later stages.
Despite these advances, the lack of infrastructure and trained personnel remains a problem in rural and peri-urban areas of several African and Latin American countries. Furthermore, there are regions where early education is not mandatory, which makes universalizing education at this age difficult. Disparities are notable, and in some cases, families with fewer resources cannot afford private preschool tuition. Hence, the importance of government support, which aims to create inclusive and attractive environments for young children.
The Central Role of Teaching Staff
Could we imagine real educational transformation without well-trained teachers? UNESCO data indicates that 90% of countries have implemented actions to improve teacher training and professional development. This figure reflects a global conviction that the quality of teaching depends largely on those in front of students.
Some countries have taken significant steps to address this shortage. For example, there have been financial incentives and intensive training programs in regions where the deficit is more severe. As a result, some countries have urgently trained teachers in rural areas by offering online training modules or intensive in-person workshops. Other governments have increased salaries and improved working conditions to incentivize teacher retention. In Latin America, cases like Chile stand out, where there is a continuous training project focused on incorporating digital tools and active teaching methodologies. However, there are still places where salaries remain low, and opportunities for professional growth are limited.
Governance and Financing: Pillars for Improvement
UNESCO points out that 86% of countries have launched initiatives to strengthen education financing. There is often talk about the urgency of allocating at least 4% of GDP to this sector, although not all governments manage to reach this target. Some economies have made bold decisions to increase their education budgets, even amid economic crises. One example was the creation of specific funds for schools affected by natural disasters or armed conflicts.
In some places, education budgets have been protected from cuts, recognizing their relevance for national development. Educational data management systems have also been strengthened to make resource use more transparent and identify areas where investment should be prioritized. However, the question remains as to whether these funds translate into tangible improvements for teachers and students.
The governance of the educational system also involves intersectoral collaboration. Coalitions between ministries of education, health, and social development have been promoted, so that school programs are linked with policies on welfare, nutrition, and child protection. Is this a huge challenge? Undoubtedly. Nevertheless, the trend of articulating multiple sectors with the goal of strengthening education offers signs that governments are beginning to understand its multidimensional nature.
Youth Participation: Giving Voice to the Next Generation
One of the most striking points of the survey is that 75% of countries have promoted youth involvement in educational reform processes. This participation can take many forms, from the creation of student councils with consultative voices to invitations to discussion forums where new pedagogical methodologies are analyzed. In Europe and Latin America, there are positive experiences where youth organizations work together with authorities to propose changes to curricula or school discipline.
In some cases, this participation has been driven by non-governmental organizations or student movements that demand improvements in teaching quality and greater equity. A notable example is Chile, where students took to the streets years ago to demand free and quality education, achieving their demands’ inclusion in the public agenda. Similarly, in some regions of Africa, “youth parliaments” have been established with the capacity to make suggestions in policy development.
A Glimmer of Hope
The report analyzed shows progress in global educational transformation, with efforts in inclusion, teacher training, and digitalization. However, significant challenges remain: access barriers, learning quality, the digital divide, teacher shortages…
There is still much to be done, but the steps taken so far form a foundation that, although insufficient, offers glimpses of potential improvements in the future.
