Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
Universal Declaration of Human Rights, art. 26 § 1
RARE DISEASES AND SDG 4
Fifty percent of all rare diseases affect children, who often face great difficulties in attending school due to inaccessible facilities and unadapted teaching methods, but also due to prejudice, stigma, and discrimination.
A quality life starts with a quality education. The United Nations has made advances in education in recent decades, reducing the out-of-school rate by more than 50% in 15 years. However, much more needs to be done regarding inclusion, closing gender gaps, and adapting facilities for people with disabilities.
We aim to spread knowledge about rare diseases to teachers, educators, and the next generation to foster a culture of acceptance and a world where every child has a chance to learn.
Fonte: NGO Committee for Rare Diseases
Since 2000, enormous progress has been made in promoting universal access to primary education for children worldwide. In addition to the focus on primary education, all levels of education are included in sustainable development objective 4, which sees as fundamental the promotion of an inclusive, egalitarian education based on the principles of human rights and sustainable development. The rise of training and empowerment of individuals is at the heart of this objective, which aims to expand the opportunities of the most vulnerable people on the development path.
Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
Universal Declaration of Human Rights, art. 26 § 2
Get to know SDG 4 and its targets
| 4.1 | By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes |
| 4.2 | By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education |
| 4.3 | By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university |
| 4.4 | By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship |
| 4.5 | By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations |
| 4.6 | By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy |
| 4.7 | By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development |
| 4.a | Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all |
| 4.b | By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries |
| 4.c | By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states |
Do you want to know how Brazil performed on SDG 4 in 2021?
The 2030 Agenda for Sustainable Development: Spotlight Report 2022 Brazil Synthesis, which is the source of our data, is a document prepared by the Working Group of Civil Society for the 2030 Agenda (GT Agenda 2030/GTSC A2030). It analyzes the implementation of the Sustainable Development Goals (SDGs) in Brazil. It shows what the country needs to do to fulfill the commitment it assumed with the UN to reach global goals by 2030.
To find out how Brazil performed in SDG 4, click here
