Education holds a paramount relationship with the Sustainable Development Goals (SDGs) as delineated by the United Nations in 2015. It is not only recognized in its standalone form in SDG 4, which strives to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, but also serves as an enabler of other SDGs, highlighting its cross-cutting impact across multiple facets of development. It acts as the foundation stone of knowledge, fostering an understanding of complex socio-economic dynamics that are critical for the attainment of other goals.

Consider, for instance, how education impacts SDG 1 - No Poverty. The increased earning potential offered by quality education is a powerful tool in breaking the poverty cycle. Similarly, in relation to SDG 3 - Good Health and Well-being, education is instrumental in driving better health outcomes by fostering understanding of healthy lifestyles, disease prevention, and the benefits of timely medical intervention.

Addressing the climate crisis (SDG 13) also necessitates education, as it prepares individuals to understand the intricate relationships between human activities and their environmental impact, and to seek sustainable solutions. Moreover, achieving gender equality (SDG 5) is intrinsically tied to education, as access to quality learning opportunities for girls and women empowers them, promotes their participation in decision-making processes, and helps in overturning deeply entrenched societal biases.

Quality education also fosters innovation and infrastructure development (SDG 9), as it equips individuals with the technical and creative skills necessary to devise advanced technologies and infrastructures. Moreover, education fosters peace and justice (SDG 16) by promoting a culture of peace, non-violence, global citizenship, and appreciation of cultural diversity.

In this multifaceted role, education serves as a catalyst in the process of sustainable development. However, these interconnections necessitate that education systems themselves are made more inclusive, resilient, and sustainable. The challenges of the 21st century, such as the digital divide and the increasing need for lifelong learning, require urgent attention to ensure education continues to play its role effectively. Education is the key that unlocks the potential of all other SDGs, making its universal attainment not just a goal, but a pre-requisite for a sustainable future.

This book chapter addresses goals 15 and 17 by providing an overview of educational programming used across cheetah conservation organizations, including considerations for designing, implementing, and evaluating such programs for success.
Global sustainability problems pose serious challenges for humanity. In handling these problems education for sustainable development (ESD) is seen as important. Different key competences that ESD should focus on have been introduced, such as the ability to deal with future dimensions. Still, studies indicate that future dimensions are not always included in ESD and that many young people are pessimistic concerning the global future. Therefore, one could argue that a focus on anticipatory emotions, especially hope, should be included in ESD.
In the past 50 years, significant progress in women's equality has been made worldwide. Western countries, particularly European countries, have implemented initiatives to attain a more gender-balanced workforce with the introduction of family friendly policies, by trying to narrow the gender pay gap and by promoting women's career progression. In academia, however, fewer women reach top leadership positions than those in the political arena. These findings suggest that academia needs to carefully evaluate why these new policies have not been very effective.
Background West Africa has the highest proportion of married adolescents, and the highest adolescent childbirth rate and maternal death rate in sub-Saharan Africa. However, few studies have focused on the type and quality of health care accessed by pregnant young women in countries in this subregion. Methods We obtained data from Demographic and Health Surveys done between 2010 and 2014, to compare the use, timing, source, and components of antenatal care between adolescent and older first-time mothers in 13 west African countries.
Background Gender differences in child development have been extensively studied in high-income countries, but few data are available from low-income and middle-income countries. Our objective was to assess gender disparities in child development that might arise from differential investment in child health, nutrition, and education in six countries across the east Asia-Pacific region.
A Global Outlook on Disaster Report 2017
Despite loss of life and economic devastation worldwide due to increasingly frequent natural and man-made disasters, scientific research on disasters represents a small percentage of scholarly output. Furthermore, countries with the highest death tolls from disasters tend to be low-income countries and have low-levels of scholarly output overall and in disaster science; countries with higher research output overall, as well as in disaster science, tend to be high-income countries and sustain the greatest economic losses from disasters. This report advances SDG 11 target 5, which is specifically concerned with disaster risk reduction.
Ruth Machuma Ndunde with her cow
Nearly 30 years on from its launch by a group of UK West Country dairy farmers, the charity Send a Cow is making a big difference to people’s lives in seven countries in Africa. With its new campaign under way, Farmers Weekly finds out what the charity hopes to achieve and how farmers abroad are benefiting with the help of their UK counterparts. Endeavours such as this support SDG 1 No Poverty, and SDG 2 Zero Hunger and are a great example of SDG 17 Partnerships for the goals in action.
Conversations about inclusive education have dominated discussions within the field of severe disabilities for more than four decades. Parents, educators, advocates, policymakers, researchers, and other stakeholders have all wrestled with—and vigorously debated—a progression of intriguing interrogatives. This content addresses SDGs 3 and 10 by addressing peer support arrangements as a promising and practical approach for supporting students with severe disabilities to access the myriad social and learning opportunities available within inclusive secondary school classrooms.
RELX Group has published a new analysis, conducted by Elsevier, on SDG4: Quality education. This new graphic builds on Elsevier’s 2015 Sustainability Science in a Global Landscape Report, and its 2017 update Sustainability Science in graphic form. Looking specifically at SDG 4, this graphic provides insight into peer-reviewed research on education as related to the themes of the goal.