Global S&T Development Trend Analysis Platform of Resources and Environment
DOI | 10.1038/s41586-020-2198-8 |
Measuring and forecasting progress towards the education-related SDG targets | |
Hindell, Mark A.1,2; Reisinger, Ryan R.3,4,5; Ropert-Coudert, Yan3; Huckstadt, Luis A.6; Trathan, Philip N.7; Bornemann, Horst8; Charrassin, Jean-Benoit5; Chown, Steven L.9; Costa, Daniel P.6; Danis, Bruno10; Lea, Mary-Anne1,2; Thompson, David11; Torres, Leigh G.12; Van de Putte, Anton P.13,14 | |
2020-03-18 | |
发表期刊 | NATURE
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ISSN | 0028-0836 |
EISSN | 1476-4687 |
出版年 | 2020 |
卷号 | 580期号:7805页码:636-+ |
文章类型 | Article |
语种 | 英语 |
国家 | USA |
英文关键词 | Education is a key dimension of well-being and a crucial indicator of development(1-4). The Sustainable Development Goals (SDGs) prioritize progress in education, with a new focus on inequality(5-7). Here we model the within-country distribution of years of schooling, and use this model to explore educational inequality since 1970 and to forecast progress towards the education-related 2030 SDG targets. We show that although the world is largely on track to achieve near-universal primary education by 2030, substantial challenges remain in the completion rates for secondary and tertiary education. Globally, the gender gap in schooling had nearly closed by 2018 but gender disparities remained acute in parts of sub-Saharan Africa, and North Africa and the Middle East. It is predicted that, by 2030, females will have achieved significantly higher educational attainment than males in 18 countries. Inequality in education reached a peak globally in 2017 and is projected to decrease steadily up to 2030. The distributions and inequality metrics presented here represent a framework that can be used to track the progress of each country towards the SDG targets and the level of inequality over time. Reducing educational inequality is one way to promote a fairer distribution of human capital and the development of more equitable human societies. Great progress toward the education-related SDG targets has been made however, global estimates of within-country distributions of education reveal gender disparities and high levels of total inequality in many parts of the world. |
领域 | 地球科学 ; 气候变化 ; 资源环境 |
收录类别 | SCI-E ; SSCI |
WOS记录号 | WOS:000528997500001 |
WOS关键词 | MATERNAL EDUCATION ; ATTAINMENT ; DETERMINANTS ; MORTALITY ; GENDER ; HEALTH ; GAPS |
WOS类目 | Multidisciplinary Sciences |
WOS研究方向 | Science & Technology - Other Topics |
引用统计 | |
文献类型 | 期刊论文 |
条目标识符 | http://119.78.100.173/C666/handle/2XK7JSWQ/281529 |
专题 | 地球科学 资源环境科学 气候变化 |
作者单位 | 1.Univ Tasmania, Inst Marine & Antarctic Studies, Hobart, Tas, Australia; 2.Univ Tasmania, Antarctic Climate & Ecosyst Cooperat Res Ctr, Hobart, Tas, Australia; 3.La Rochelle Univ, Ctr Etud Biol Chize, Stn Ecol Chize, CNRS UMR7372, Villiers En Bois, France; 4.Inst Bouisson Bertrand, CESAB FRB, Montpellier, France; 5.Sorbonne Univ, LOCEAN IPSL, CNRS, IRD,MNHN,UMR7159, Paris, France; 6.Univ Calif Santa Cruz, Dept Ecol & Evolutionary Biol, Santa Cruz, CA 95064 USA; 7.NERC, British Antarctic Survey, Cambridge, England; 8.Alfred Wegener Inst Helm Holtz Zentrum Polar & Me, Bremerhaven, Germany; 9.Monash Univ, Sch Biol Sci, Melbourne, Vic, Australia; 10.Univ Libre Bruxelles, Marine Biol Lab, Brussels, Belgium; 11.Natl Inst Water & Atmospher Res, Wellington, New Zealand; 12.Oregon State Univ, Marine Mammal Inst, Newport, OR USA; 13.Royal Belgian Inst Nat Sci, BEDIC, OD Nat, Brussels, Belgium; 14.Univ Leuven, Dept Biol, Lab Biodivers & Evolutionary Genom, Leuven, Belgium; 15.Dept Primary Ind Pk Water & Environm, Hobart, Tas, Australia; 16.Dept Agr Water & Environm, Australian Antarctic Div, Kingston, Tas, Australia; 17.Point Blue Conservat Sci, Petaluma, CA USA; 18.NOAA Fisheries, Marine Mammal Lab, Alaska Fisheries Sci Ctr, Seattle, WA USA; 19.Univ Pretoria, Mammal Res Inst, Dept Zool & Entomol, Hatfield, South Africa; 20.UiT Arctic Univ Norway, Tromso, Norway; 21.Scottish Oceans Inst, St Andrews, Fife, Scotland; 22.Univ Auckland, Sch Biol Sci, Auckland, New Zealand; 23.Dept Environm Agr & Fisheries, Oceans & Coasts, Cape Town, South Africa; 24.Univ Fed Rio Grande, Inst Oceanog, Rio Grande, Brazil; 25.Norwegian Polar Res Inst, Fram Ctr, Tromso, Norway; 26.Univ Calif Santa Cruz, Inst Marine Sci, Santa Cruz, CA 95064 USA; 27.South Australian Res & Dev Inst, West Beach, SA, Australia; 28.Macquarie Univ, Dept Biol Sci, Sydney, NSW, Australia; 29.NOAA Fisheries, Antarctic Ecosyst Res Div, Southwest Fisheries Sci Ctr, La Jolla, CA USA; 30.Univ Calif San Diego, Scripps Inst Oceanog, Ctr Marine Biotechnol & Biomed, La Jolla, CA 92093 USA; 31.Landcare Res, Lincoln, New Zealand; 32.Inst Antartico Argentino, Buenos Aires, DF, Argentina; 33.San Jose State Univ, Moss Landing Marine Labs, Moss Landing, CA USA; 34.Sydney Inst Marine Sci, Mosman, NSW, Australia; 35.Univ Vet Med Hannover, Inst Terr & Aquat Wildlife Res, Busum, Germany; 36.Univ Siena, Dipartimento Sci Fis Terra & Ambiente, Siena, Italy; 37.Museo Nazl Antartide, Siena, Italy; 38.Nelson Mandela Univ, DST NRF Ctr Excellence, FitzPatrick Inst African Ornithol, Port Elizabeth, South Africa; 39.Antarctic Res Trust, Bremervorde, Germany; 40.Univ Cape Town, DST NRF Ctr Excellence, FitzPatrick Inst African Ornithol, Rondebosch, South Africa; 41.Natl Inst Polar Res, Tachikawa, Tokyo, Japan; 42.Norwegian Inst Nat Res, Fram Ctr, Tromso, Norway; 43.Univ Glasgow, Inst Biodivers Anim Hlth & Comparat Med, Glasgow, Lanark, Scotland; 44.Univ Coimbra, Marine & Environm Sci Ctr, Dept Life Sci, Coimbra, Portugal |
推荐引用方式 GB/T 7714 | Hindell, Mark A.,Reisinger, Ryan R.,Ropert-Coudert, Yan,et al. Measuring and forecasting progress towards the education-related SDG targets[J]. NATURE,2020,580(7805):636-+. |
APA | Hindell, Mark A..,Reisinger, Ryan R..,Ropert-Coudert, Yan.,Huckstadt, Luis A..,Trathan, Philip N..,...&Van de Putte, Anton P..(2020).Measuring and forecasting progress towards the education-related SDG targets.NATURE,580(7805),636-+. |
MLA | Hindell, Mark A.,et al."Measuring and forecasting progress towards the education-related SDG targets".NATURE 580.7805(2020):636-+. |
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