Quality of Education — Challenges and Opportunities Post Covid-19 Through the Lens of the UN Sustainable Development Goals

The Sustainable Development Goals (SDGs) agreed by the Member States of the United Nations in 2015, aim to achieve 17 goals by 2030 tackling poverty, inequalities and climate change. Goal 4: Quality of Education aims to ensure inclusive and equitable quality education and lifelong learning opportunities for all. It states the need to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship by 2030.

The Impact of Covid-19 on Higher Education

The Covid-19 pandemic has had a colossal impact on education across the globe. Higher education institutions had to undergo a remarkable digital transformation or 'metamorphosis' in a matter of weeks to be able to continue delivering their programmes online. However, the challenges of the higher education sector amid of the Covid-19 pandemic, do not end there. The need to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship by 2030 as stated by Goal 4.4, has suddenly became a key priority for our education and economy.

According to the Education Secretary Gavin Williamson, fundamental reform toward further and technical education is vital if the UK is to recover after coronavirus and grow economically. Higher education will continue to play a vital role in our economy, society and culture, but it is clear that more needs to be done to make sure more people can gain the skills they need to get the jobs they want.

As Professor Sue Rigby, Vice-Chancellor, Bath Spa University, recently said, higher education has supported and embraced the delivery of higher degree apprenticeships, developing fast-track degrees, with professional, regulatory and statutory bodies (PSRBs) for some time. However, in order to provide qualifications that are relevant we also need to make sure they are transferable and connected to regulatory standards that enable completion of larger awards.

Reskilling and Upskilling the Workforce

The demand for micro-credits to reskill our workforce is essential as our post-pandemic economic challenge becomes apparent. Opportunities to upskill people losing their jobs and reskilling people whose mode of working has changed overnight is imminent.

Although universities and colleges have developed and delivered micro-credits for a number of years, the demand and the need for these small learning entities must be a priority.

The Credit Framework for England published in 2008 and other credit frameworks within the UK, need to adapt embracing the current accelerated changes in the sector. Quality standards that are agile and fit for purpose are key for the future of higher education as enablers of inclusive and equitable quality education, promoting lifelong learning opportunities for all.

Education Secretary Gavin Williamson, is planning to publish a White Paper this autumn that will set out the government plans to build a world-class, German-style further education system in Britain.

"Many of the skills that employers are demanding require intermediate or Higher Technical Qualifications – but only 10% of all adults aged 18-65 hold Higher Technical Qualifications as their highest qualification in the UK. That's compared to around 20% of adults in Germany and as much as 34% in Canada."

At the same time, the Quality Assurance Agency for Higher Education (QAA) is working with experts from across the higher education sector to review the higher education credit framework for England.

Building a Resilient Education System

It seems to me it is the right time to combine efforts in the further and higher education sectors, to build a current, resilient and future proof education system that will drive the country into prosperity. It may be the right time to pay a closer look to THE Impact Rankings 2020 by SDG: quality education (SDG 4). It focused on universities' contribution to early years and lifelong learning, their pedagogy research and their commitment to inclusive education.

In THE Impact Rankings 2020 by SDG, the only UK university ranked within the top 50 universities, was the University of Cumbria in 8th position. The University of Cumbria makes provision for education in Cumbrian areas not served by a university. As a result, teaching takes place not just on campus but at several further education colleges across the county.

Embedding Sustainable Development Goals

New quality standards and guidelines in education also offer opportunities to encourage awareness and strategies for embedding other SDGs in the design and delivery of our professional, vocational and higher education programmes. It provides an opportunity to ensure that all learners acquire the knowledge and skills needed to boost the economy but also to promote sustainable development: 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. (SDG: 4 – Target 4.7)