Wav Quality

[Orestes Hardy]

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PurpleAir's industry-leading sensors measure particle pollution (PM2.5) and are priced at a fraction of what you pay for a commercial sensor. Our indoor and outdoor air quality sensors are easy to install and connect seamlessly to your WIFI network.

A QM-Certified Course is an online or blended course that has met QM Standards for a QM Rubric in an Official Course Review for Certification. Once certified, organizations can display the QM Certification Mark to demonstrate their commitment to quality, continuous improvement and HQIM.

While working with an Instructional Designer is the best path to course quality, this collection of resources can help you identify areas for improvement and outline basic steps for improving course quality. This list includes:

This three-part digital accessibility white paper series shares the results of a 2019 survey conducted by Dr. Barbara Frey and Dr. Rae Mancilla. The first paper covers accessibility policies and processes, the second is on course design and development tools, and the third is about professional development needs.

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

SDG4 is a key enabler of most other SDGs. Unfortunately, global progress in education has not been fast enough. Only 58% of students worldwide achieved at least the minimum proficiency level in reading at the end of primary schooling in 2019. A large share of countries is moving backwards in learning outcomes at the end of lower secondary school. Improvement in upper secondary completion rate has slowed since 2015. Some regions, including sub-Saharan Africa, are facing teacher shortages, high student-teacher ratios, and inadequate training and lack of professional development opportunities for teachers. Accelerating progress towards SDG 4 should be prioritized as it will have a catalytic impact on achieving the overall 2030 Agenda.

Target 4.1: Completion rates in primary and lower secondary level education continue on an upward curve while the percentage of young people completing upper secondary school increased from 53% in 2015 to 59% in 2023. This increase, however is at a slower pace relative to progress in the preceding eight[1]year period and such improvements do not always result in positive learning outcomes. Between 2018 and 2022, based on learning outcomes at the end of lower secondary school across 81 OECD and partner countries, mean performance in mathematics fell by a record 15 points while in reading fell 10 points. However, reading and mathematics scores had been declining for these countries prior to 2015, suggesting that COVID-19 explains only part of the decline. A complex set of factors affect the education systems of upper-middle[1]income and high-income countries.

Target 4.2: Data from 76 mainly low- and middle-income countries from 2015 to 2023 shows that approximately two-thirds of young children are developmentally on track, with no significant gender differences. However, there are wide variations among countries and regions. In 2022, globally, 7 out of 10 children participated in organized learning one year before reaching official primary school age. Despite a 1.5 percentage point decline during the COVID-19 pandemic, participation levels have started to recover and return to pre-pandemic levels.

Target 4.3: In countries with recent data, around one-sixth of individuals aged 15-64 have participated in education and training. Participation is significantly higher among youth aged 15-24 compared to those aged 24-55, with an average participation rate of nearly 50% across most regions. However, less than 3% of older adults aged 25-55 engage in education and training in most regions.

Target 4.5: Socioeconomic disparities are prevalent in education, affecting various indicators. Global and regional parity ratios may hide gender inequalities within countries, disadvantaging either girls or boys. Disparities based on location or household wealth are more pronounced, with rural or less affluent families facing greater challenges. These gaps widen at higher education levels, leading to increased dropout rates and fewer opportunities for those from disadvantaged backgrounds.

Target 4.a: Only half of all primary schools have the basic infrastructures and materials to provide an adequate schooling experience to pupils with disabilities and one in five primary schools globally does not have single-sex sanitation facilities. On average, 44% of primary schools, 56% of lower secondary schools and 69% of upper secondary schools had access to Internet in 2022, almost double the rates in 2021. At the upper secondary level, 91% of schools have access to electricity, 81% have computers for pedagogical use and 69% of schools are connected to the internet.

Even before the COVID-19 pandemic, the world was already off-track to achieve its education targets. If no additional measures are taken, only one in six countries will meet SDG4 and achieve universal access to quality education by 2030. An estimated 84 million children and young people will still be out of school and an estimated 300 million student will still not have the basic numeracy and literacy skills they need to succeed in life. To deliver SDG4, education systems must be re-imagined, and education financing must become a priority national investment.

Target 4.2: Participation rate in organized learning one year before the official primary entry age has stagnated at around 75% since 2015, still far from the target of ensuring that all girls and boys have access to quality pre-primary education by 2030.

Target 4.a: Basic school infrastructure is far from universal. In 2020, approximately a quarter of primary schools globally do not have access to basic services such as electricity, drinking water and basic sanitation facilities. For other facilities such as computer facilities and the provision of disability adapted infrastructure, figures are substantially lower, with around 50% of primary schools with access.

It is estimated that 101 million additional children and young people (from grades 1 to 8) fell below the minimum reading proficiency level in 2020 owing to the consequences of the pandemic, which wiped out the education gains achieved over the past 20 years. Reading proficiency levels could recover by 2024, but only if exceptional efforts are devoted to the task through remedial and catch-up strategies.

Just before the pandemic, 53 per cent of young people were completing secondary school globally, although the figure for sub-Saharan Africa was only 29 per cent. The rise in school completion rates may slow or even reverse depending on the duration of school closures, which are resulting in learning losses and affecting the motivation to attend school, and on the extent to which poverty might increase, adding to the obstacles faced by disadvantaged children.

The rate of participation in organized learning one year before the official age of entry into primary education rose steadily in the years before the pandemic, from 65 per cent in 2010 to 73 per cent in 2019, but with variation among countries and territories ranging from 12 per cent to nearly 100 per cent. Gender parity has been achieved in every region. The progress made over past years has been at risk since 2020 because early education facilities and primary schools closed in most countries and territories, preventing or limiting access to education, especially for children from low- and middle-income countries and territories.

Disparities in access to education and learning outcomes persist across a range of education indicators. For example, there were still only 92 literate women and girls 15 years of age or older for every 100 literate boys and men of the same ag e range in 2019. Almost half of countries and territories with recent data did not achieve gender parity in primary completion, and only a handful of countries and territories demonstrate parity in tertiary enrolment ratios. Disparities by urban/rural geographical location and household wealth are typically more extreme, with one third and one sixth of countries and territories achieving parity in primary completion, respectively, and no countries or territories with recent data achieving parity in tertiary attendance. The pandemic is expected to lead to a reversal in recent progress towards equity. With the shift towards remote learning, those from the poorest households and other vulnerable groups are less equipped to participate and more likely to drop out permanently or for extended periods.

According to data for the period from 2017 to 2019, more than one fifth of primary schools worldwide do not have access to basic drinking water, and more than one third lack basic handwashing facilities. In the least developed countries, more than two thirds of primary schools do not have access to electricity, with even lower rates of Internet access and computer availability for pedagogical purposes in schools.

In 2019, 81 per cent of primary school teachers were trained, although that proportion was lower in sub-Saharan Africa (65 per cent) and Southern Asia (74 per cent). With the unprecedented lockdown as a result of the pandemic leading to total or partial school closures in most countries and territories, the teaching workforce was severely affected.

Participation in organized learning one year before the official primary age of entry grew steadily, from 62 per cent in 2010 to 67 per cent in 2018. However, variation among countries is still wide, with values ranging from 9 to nearly 100 per cent.

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