The Proportion of teachers in pre-primary, primary, lower secondary, and higher secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) is good in schools of both wards. Educational training is provided to teachers periodically but technical training is required.
By the fiscal year 2078/79, the municipality has committed to providing adequate training for school teachers with the support of NGOs.

Scoring Process:
The finding is based on the LNOB Nepal consortium’s initiative on SDG monitoring adopting Community Score Card (CSC) focusing specific indicators under SDG goals 4, 5, 10, 13, 16, and 17 considering dire needs on improving progress on these goals. As part of the community scorecard, community people and local government authorities make efforts in identifying progress and gaps in achieving Sustainable Development Goals. In the process of CSC, separate rankings are prepared for communities, duty bearers and there was a commonly agreed score based on interface meeting between the right holders and duty bearers. The differences in rating present condition by right holders and duty bearers’ claim and future expectations on changes by both groups were later adjusted based on mutual understanding and discussion in the interface discussions. It indicates that this community-led participatory monitoring supports in providing more realistic tracking of the progress and expectations to avoid future conflict and promote collaboration and trust.

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Sustainable Development Goals

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4. Ensure inclusive and quality education for all and promote lifelong learning
4. Ensure inclusive and quality education for all and promote lifelong learning

4. Ensure inclusive and quality education for all and promote lifelong learning

Obtaining a quality education is the foundation to improving people’s lives and sustainable development. Major progress has been made towards increasing access to education at all levels and increasing enrolment rates in schools particularly for women and girls. Basic literacy skills have improved tremendously, yet bolder efforts are needed to make even greater strides for achieving universal education goals. For example, the world has achieved equality in primary education between girls and boys, but few countries have achieved that target at all levels of education.

Related 4.c.1 Proportion of teachers in: pre-primary, primary, lower secondary and higher secondary education who have received at least the minimum organized teacher training ( e.g. pedagogical training)-Birendranagar Municipality, Ward no. 9 and 10, Surkhet Targets

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