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SDG 4 targets: Neglected questions on conditions and circumstances for education reforms in Africa

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  • Oketch, Moses

Abstract

This article argues that the SDG 4 targets failed to sufficiently address the critical aspects concerning the conditions and circumstances required for the successful implementation of education reforms to achieve these targets in Africa. As a result, at the midpoint of 2030, it is evident that these targets are unlikely to be achieved. Today, a pressing issue in many African countries is the widespread problem of low learning levels, which affects the majority of children. Many children attend school but find themselves several grades behind in their understanding of the expected curriculum and this has exacerbated and perpetuated education inequality, which remains unaddressed by the SDG 4 targets and undermines their achievement.

Suggested Citation

  • Oketch, Moses, 2024. "SDG 4 targets: Neglected questions on conditions and circumstances for education reforms in Africa," International Journal of Educational Development, Elsevier, vol. 106(C).
    • Handle: RePEc:eee:injoed:v:106:y:2024:i:c:s073805932400021x
    DOI: 10.1016/j.ijedudev.2024.102999
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    References listed on IDEAS

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    1. Oketch, Moses & Rolleston, Caine & Rossiter, Jack, 2021. "Diagnosing the learning crisis: What can value-added analysis contribute?," International Journal of Educational Development, Elsevier, vol. 87(C).
    2. McMahon, Walter W., 2002. "Education and Development: Measuring the Social Benefits," OUP Catalogue, Oxford University Press, number 9780199250721.
    3. Crouch, Luis & Kaffenberger, Michelle & Savage, Laura, 2021. "Using learning profiles to inform education priorities: An editors’ overview of the Special Issue," International Journal of Educational Development, Elsevier, vol. 86(C).
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    Cited by:

    1. Edwards Jr, D. Brent & Asadullah, M. Niaz & Webb, Amber, 2024. "Critical perspectives at the mid-point of Sustainable Development Goal 4: Quality education for all—progress, persistent gaps, problematic paradigms, and the path to 2030," International Journal of Educational Development, Elsevier, vol. 107(C).

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