61
(1.6 billion) (World Bank 2017). As the population ages, career lifespans are increasing as well. Amongst global workers today, 72% plan to keep working after retirement, and 58% expect to enter a new line of work to have more flexibility. Thus, the
ageing population needs continuous learning and reskilling opportunities which
technology can provide. Millennials will comprise more than one of three adult
Americans by 2020 and 75% of the workforce by 2025. This presents key challenges
for employers to manage demands for employment. Furthermore, it also increases
the standards of employers for skill sets that are agile to the changing world of work
(UN DESA 2017). Managing demands at both ends requires continued engagement
and dialogue by public and private sector actors with the working population. Due
to the challenges of accelerating environmental change, resource scarcity, increasing
inequality and injustice as well as rapid technological change, greater challenges
and opportunities for access and means of education are developing.
5.2.1.3 Rising Socio-economic Inequality
Intercountry inequality remains a persistent issue. There is a gap of 32 percentage
points between children completing primary school in low- versus high-income
countries and 52 percentage points for secondary school. Furthermore, increasing
environmental degradation and political volatility and conflict have escalated levels
of resource scarcity and human displacement. This not only impedes access to education and basic resources but also exacerbates existing inequalities for women and
girls. As indicated by the World Bank, education gaps for women and girls directly
affect economic growth (Lusk-Stoven and Woden 2017). Thus, the interlinkage of
economic and education policies and strategies is impaired by the lack of access to
education by girls and women at the global level. Rising socio-economic inequalities exacerbate pre-existing conceptions of gender roles that impede the realization
of ESD targets.
5.3 Methodology
This study utilized a qualitative strategy, involving a variety of qualitative methods
and techniques, in order to reduce methodological limitations (Singleton and Straits
2010). Triangulation was adopted to increase the reliability of the data collected
(Yin 2009). Specific techniques employed in this study include surveys, individual
interviews, literature review, focus groups, field observations and policy analysis.
The research primarily emerged through literature and policy reviews. An analysis
of secondary sources on ESD and governance for ESD was initially conducted.
Furthermore, policy analysis was also undertaken in this review and encompassed
policy reports from international organizations and sustainability policy statements
across participant higher education institutions and their stakeholders.
5 SDG 4 Quality Education
(1.6 billion) (World Bank 2017). As the population ages, career lifespans are increasing as well. Amongst global workers today, 72% plan to keep working after retirement, and 58% expect to enter a new line of work to have more flexibility. Thus, the
ageing population needs continuous learning and reskilling opportunities which
technology can provide. Millennials will comprise more than one of three adult
Americans by 2020 and 75% of the workforce by 2025. This presents key challenges
for employers to manage demands for employment. Furthermore, it also increases
the standards of employers for skill sets that are agile to the changing world of work
(UN DESA 2017). Managing demands at both ends requires continued engagement
and dialogue by public and private sector actors with the working population. Due
to the challenges of accelerating environmental change, resource scarcity, increasing
inequality and injustice as well as rapid technological change, greater challenges
and opportunities for access and means of education are developing.
5.2.1.3 Rising Socio-economic Inequality
Intercountry inequality remains a persistent issue. There is a gap of 32 percentage
points between children completing primary school in low- versus high-income
countries and 52 percentage points for secondary school. Furthermore, increasing
environmental degradation and political volatility and conflict have escalated levels
of resource scarcity and human displacement. This not only impedes access to education and basic resources but also exacerbates existing inequalities for women and
girls. As indicated by the World Bank, education gaps for women and girls directly
affect economic growth (Lusk-Stoven and Woden 2017). Thus, the interlinkage of
economic and education policies and strategies is impaired by the lack of access to
education by girls and women at the global level. Rising socio-economic inequalities exacerbate pre-existing conceptions of gender roles that impede the realization
of ESD targets.
5.3 Methodology
This study utilized a qualitative strategy, involving a variety of qualitative methods
and techniques, in order to reduce methodological limitations (Singleton and Straits
2010). Triangulation was adopted to increase the reliability of the data collected
(Yin 2009). Specific techniques employed in this study include surveys, individual
interviews, literature review, focus groups, field observations and policy analysis.
The research primarily emerged through literature and policy reviews. An analysis
of secondary sources on ESD and governance for ESD was initially conducted.
Furthermore, policy analysis was also undertaken in this review and encompassed
policy reports from international organizations and sustainability policy statements
across participant higher education institutions and their stakeholders.
5 SDG 4 Quality Education