Solution
Akansha answered on
Apr 21 2021
Future Celestial Design
Sustainable Goal no 4 in Pakistan
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Introduction
The sustainable goals are developed by the United Nations, in order to ensure that there is sustainable and attainable goals for the development of various social and economic aspects of every country.
They are a set of 17 goals that were taken into consideration to be fulfilled by every participating country of the United Nations by 2030.
About the Country
The country that is chosen is the Pakistan, which is one of the last countries to have joined the United Nations.
The country borders India and Afghanistan primarily, and received independence from the British in 1947 (Hayword, 2015).
The United Arab emirates is a permanent member of the United Nations, and thus committed to the Sustainable development goals.
About the goal chosen
The Goal that is chosen is Goal Number 4, which is the goal that aims to providing quality education to all children, regardless of social status, class, and most importantly, gender.
It would aim to provide quality education to all citizens, of the world, in order to ensure positive learning outcomes.
The goal aims at not just primary, but also secondary education.
How the country is sustaining the goal
In order to achieve the Goal in Pakistan, the United Nations, with the help of the Pakistan Government, has created the Global Goals for education, which aims to providing girls in the country with quality education (Manan, Dumanig & David, 2017).
This helps in achieving the global goal through 2 main processes, and by helping Pakistanis engage in the global education market, and to help in decision-making in the country.
How the country is sustaining the goal
The two main ways in which this has been done is:
The creation of SDG town-halls, which is centered around a panel discussion. This helps in encouraging lively debate amongst the Pakistanis, which can help in learning about the challenges that are faced in attaining the goal (Reckien, Creutzig, Fernandez, Lwasa, Tovar-Restrepo, McEvoy & Satterthwaite, 2017).
The second aspect is providing young Pakistanis with opportunities that can help them learn about the Sustainable Development Goals on-hand and in various programs.
Possible issues
The main issues would be the cultural mindset.
In traditional Muslim societies, girls are ba
ed from receiving an education.
Pakistan is a very patriarchal country, and thus, the mindset of the people would mean that parents would refuse to send their girls to school in order to learn (Shaikh & Ismail, 2017).
This is an issue that would need to be tackled by the government.
Possible Issues
Another possible issue would be the lack of resources. The economy of Pakistan is such that the government cannot spend much on education, since there are various other aspects that would also require an expenditure as well.
Thus, the quality of education in the country would be affected by that factor as well.
Need for the country to support the goal
As can be seen from the images, the number of children who are out of school in Pakistan is extremely high. This could be due to poverty, or the mindset of the people (Khurshid, 2016).
In order to ensure that the people of the country are educated, and to
ing an end to the cycle of poverty, it is essential for the country to adopt this goal.
Recommendations for future action
For future action, the country should ensure that education is given a priority. This would mean providing free meals to children who come to schools, in order to give poor parents a reason to send their children to school (Padda & Hameed, 2018).
Education should be made free, and the quality of education for most people should be improved.
Conclusion
It is essential for every individual in a country to have access to free and quality education. This can help in improving the state of the country, and can also help in ensuring that there is access to help to
eak the cycle of poverty.
By ensuring that the Goal No 4 is reached, Pakistan can greatly improve the economy of the country.
References
Hayward, F. (2015). Higher education transformation in Pakistan: Political and economic instability. International Higher Education, (54).
Khurshid, A. (2016). Domesticated gender (in) equality: Women’s education & gender relations among rural communities in Pakistan. International Journal of Educational Development, 51, 43-50.
Manan, S. A., Dumanig, F. P., & David, M. K. (2017). The English-medium fever in Pakistan: Analyzing policy, perceptions and practices through additive bi/multilingual education lens. International Journal of Bilingual Education and Bilingualism, 20(6), 736-752.
Padda, I. U. H., & Hameed, A. (2018). Estimating multidimensional poverty levels in rural Pakistan: A contribution to sustainable development policies. Journal of cleaner production, 197, 435-442.
Reckien, D., Creutzig, F., Fernandez, B., Lwasa, S., Tovar-Restrepo, M., McEvoy, D., & Satterthwaite, D. (2017). Climate change, equity and the Sustainable Development Goals: an u
an perspective. Environment and u
anization, 29(1), 159-182.
Shaikh, S. A., & Ismail, A. G. (2017). Role of Zakat in Sustainable Development Goals. International Journal of Zakat, 2(2), 1-9.