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2018数据培养学习
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本报告认为，我们不需要创建全新的监测机制：我们可以建立在什么是自由，例如，我们正在制造对指标4.1.1的重新评估取得很大进展论儿童和青少年的特征在三个不同的教育阶段有一定的阅读和阅读能力。数学，感谢现有的国家，国家和跨国家的工作。
详情描述
2018数据培养学习 Foreword Education is one of a nation's greatest assets and the foundation for strong and peaceful societies. However， ilitlerary and low educational achievement are persistent challenges for many developing countries， for international agencies， for global educational programmes and for the achievement of the world's education goals. The Milleium Development Goals （MDGs） adopted by world leaders in 2000 created greater awareness of the state of education in developing countries and the massive efforts needed to achieve the MDG targets of universal access to primary education， as well as full global literacy and numeracy.While major strides were made on access to education by the 2015 deadline for the MDGs， the quality of education remained a major concern. In 2015， the Sustainable Development Goals （SDGs） set out new ambitions for education， with SDG 4 requiring a quality education from pre-primary to upper secondary level of education for every child by 2030. The global commitment to improving education captured in SDG 4 aims to address an educational crisis， with more than 617 million children and adolescents unable to read a simple sentence or handle a basic math calculation. Today， we are faced with three major issues： there are many children who are stil out of school and who have litt chance of acquiring basic skills in reading and mathematics； there are children who are enrolled in school but at risk of leaving before they gain these skills； and the continuing and pervasive problem of poor quality education. 【更多详情，请下载：2018数据培养学习】
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