programs for quality education

Ensuring Quality Education

UNESCO believes that education is a human right for all throughout life and that access must be matched by quality. The Organization is the only United Nations agency with a mandate to cover all aspects of education. It has been entrusted to lead the Global Education 2030 Agenda through Sustainable Development Goal 4.

UNESCO Office in Tashkent with its national partners implements a number of programmes and projects in areas of quality of education, improving curricula and supporting teacher training and the development of teaching materials, inclusive life-learning for all. UNESCO actively cooperates with the Ministries of Education (Ministry of preschool and school education, Ministry of higher education, science and innovation).

UNESCO works with schools to promote the ideals of UNESCO valuing rights and dignity, gender equality, social progress, freedom, justice and democracy, respect for diversity and international solidarity. The UNESCO Associated Schools Network (ASPnet) connects more than 12,000 schools in 182 countries, more than 45 schools in Uzbekistan are connected to this network and implement concrete actions in three priorities: education for sustainable development, global citizenship education and inter-cultural and heritage learning.

UNESCO also cooperates with educational institutions and universities around the world. UNESCO Chairs and UNITWIN Networks involves over 850 institutions in 117 countries, promotes international inter-university cooperation and networking to enhance institutional capacities through knowledge sharing and collaborative work. Eight UNESCO Chairs at seven universities in Uzbekistan are connected to global network to pool their resources, both human and material, to address pressing challenges and contribute to the development of their societies.

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Sustainable Development Goal 4

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

Sustainable Development Goal 4 is to “provide quality education for all”, according to the United Nations .

The visualizations and data below present the global perspective on where the world stands today and how it has changed over time.

Further information on education and learning can be found across several Our World in Data topic pages on Education , Teachers and Schools , Education Spending , and Literacy .

The UN has defined 10 Targets and 11 Indicators for SDG 4. Targets specify the goals and indicators represent the metrics by which the world aims to track whether these targets are achieved. Below we quote the original text of all targets and show the data on the agreed indicators.

Target 4.1 Free primary and secondary education

Sdg indicator 4.1.1 achieving proficiency in reading and mathematics.

Definition of the SDG indicator: Indicator 4.1.1 is the “proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex” in the UN SDG framework .

In the interactive visualizations, this is shown as the share of students in each country at each stage of education who reach at least the minimum reading and mathematics proficiency level.

Target: By 2030 “ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.”

More research: Further data and research on primary and secondary education can be found at the Our World in Data topic pages on Education and Literacy .

SDG Indicator 4.1.2 Ensuring children complete their education

Definition of the SDG indicator: Indicator 4.2.1 is the “completion rate (primary education, lower secondary education, upper secondary education)” in the UN SDG framework .

This indicator is defined as the share of a cohort of children or young adults aged 3-5 years older than the intended age of the last grade of each educational level who have completed that grade.

Shown here in the interactive visualizations is data for this indicator on the national average completion rate for primary education (first chart), lower secondary education (second chart), and upper secondary education (third chart).

Target: By 2030, “ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.”

More research: Further data and research can be found at Our World in Data topic pages on Education .

Target 4.2 Equal access to quality pre-primary education

Sdg indicator 4.2.1 ensuring children are developmentally on track.

Definition of the SDG indicator: Indicator 4.2.1 is the “proportion of children aged 24–59 months (2-5 years) who are developmentally on track in health, learning and psychosocial well-being, by sex” in the UN SDG framework .

Since internationally comparable data for this indicator is not currently available, this is measured by the United Nations through a proxy indicator defined as the proportion of children aged 36-59 months in each country who are developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, socio-emotional and learning.

Data for this indicator is shown in the interactive visualization.

Target: By 2030, “ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.”

More research: Further data and research can be found at Our World in Data topic page on Education .

SDG Indicator 4.2.2 Participation in pre-primary education

Definition of the SDG indicator: Indicator 4.2.2 is the “participation rate in organized learning (one year before the official primary entry age), by sex” in the UN SDG framework .

The participation rate in organized learning is the share of children participating in one or more organized learning programs (including programs that incorporate both education and care) in the year prior to a country’s official entry age.

Target: By 2030 “ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.”

More research: Further data and research can be found at the Our World in Data topic page on Education .

Target 4.3 Equal access to affordable technical, vocational and higher education

Sdg indicator 4.3.1 equal access to further education.

Definition of the SDG indicator: Indicator 4.3.1 is the “participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex” in the UN SDG framework .

Data for this indicator is shown in the interactive visualization. We also show the enrollment in tertiary education.

Target: By 2030 “ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.”

Target 4.4 Increase the number of people with relevant skills for financial success

Sdg indicator 4.4.1 information and communications technology (ict) skills.

Definition of the SDG indicator: Indicator 4.4.1 is the “proportion of youth and adults with information and communications technology (ICT) skills, by type of skill” in the UN SDG framework .

Having a skill in this context refers to having undertaken a certain ICT-related activity in the past three months. This indicator includes multiple ICT skills, including using basic arithmetic formulas in a spreadsheet and verifying the reliability of information found online.

Data for one component of the indicator is shown in the interactive visualizations. The first chart shows the share of youth and adults (aged 15-24 years old) in each country with skills in creating electronic presentations with presentation software. The second chart shows this measure by sex.

Target: By 2030 “substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.”

Target 4.5 Eliminate all discrimination in education

Sdg indicator 4.5.1 disparities in educational access.

Definition of the SDG indicator: Indicator 4.5.1 is “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” in the UN SDG framework .

Parity indices measure the ratio of the value of a measure for one group to the value for another, with the likely more disadvantaged group placed in the numerator.

In the interactive visualizations, data for this indicator is shown for gender parity in primary school completion (first chart), lower secondary school completion (second chart), and upper secondary school completion (third chart).

Target: By 2030 “eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for all.” 1

Additional charts

• Primary-school-age children who are out of school by world region

Target 4.6 Universal literacy and numeracy

Sdg indicator 4.6.1 universal literacy and numeracy.

Definition of the SDG indicator: Indicator 4.6.1 is the “proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex” in the UN SDG framework .

Data for this indicator is shown in the interactive visualizations for young people (first chart), the literacy of adult men and women (second and third chart), and their numeracy (fourth and fifth chart).

Target: By 2030 “ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.”

More research: Further data and research can be found at the Our World in Data topic page on Literacy .

• Literate and illiterate world population
• Literacy rates of younger vs. older population

Target 4.7 Education for sustainable development and global citizenship

Sdg indicator 4.7.1 education on sustainable development and global citizenship.

Definition of the SDG indicator: Indicator 4.7.1 is the “extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment” in the UN SDG framework .

These measures reflect characteristics of country education systems, as reported by government officials, and measure what governments intend rather than what is implemented in practice. For each component, a score is calculated by combining a number of criteria to give a single score of one to zero.

Data for this indicator is shown in the interactive visualizations for the components related to teacher education (first chart), curricula (second chart), student assessment (third chart), and national education policies (fourth chart).

Target: By 2030 “ensure that all learners acquire the knowledge and skills needed to promote sustainable development.” 2

Target 4.a Build and upgrade inclusive and safe schools

Sdg indicator 4.a.1 inclusive and safe schools.

Definition of the SDG indicator: Indicator 4.a.1 is the “proportion of schools offering basic services, by type of service” in the UN SDG framework .

Data for this indicator is shown for a variety of basic services, including access to electricity, handwashing facilities, and access to drinking water.

Target: “Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.”

More research: Further data and research can be found at the Our World in Data topic page on Teachers and Schools .

Target 4.b Expand higher education scholarships for developing countries

Sdg indicator 4.b.1 scholarships for developing countries.

Definition of the SDG indicator: Indicator 4.b.1 is the “volume of official development assistance flows for scholarships by sector and type of study” in the UN SDG framework .

This indicator is disbursements of official development assistance (ODA) for scholarships, defined as financial aid awards for individual students and contributions to trainees, where students and trainees are nationals of recipient countries.

Official development assistance refers to flows to countries and territories on the Organization for Economic Co-operation and Development’s Development Assistance Committee (DAC) and to multilateral institutions which meet a set of criteria related to the source of the funding, the purpose of the transaction, and the concessional nature of the funding.

Target: By 2020 “substantially expand globally the number of scholarships available to developing countries.” 3

Unlike most SDG targets which are set to be achieved by 2030, this indicator has a target year of 2020.

More research: Further data and research can be found at Our World in Data topic page on Financing Education .

Target 4.c Increase the supply of qualified teachers in developing countries

Sdg indicator 4.c.1 supply of qualified teachers.

Definition of the SDG indicator: Indicator 4.c.1 is the “proportion of teachers with the minimum required qualifications, by education level” in the UN SDG framework .

This indicator is measured as the share of pre-primary, primary, lower secondary and upper secondary teachers who have received the minimum organized pedagogical teacher training required for teaching at the relevant level in a given country.

Data for this indicator is shown in the interactive visualizations for pre-primary education (first chart), primary education (second chart), lower secondary education (third chart), and upper secondary education (fourth chart).

Target: By 2030 “substantially increase the supply of qualified teachers.” 4

More research: Further data and research can be found at Our World in Data topic page on Teachers and Schools .

• Pupil-teacher ratio in primary education

Full text: “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.”

Full text: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and 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.”

Full text: “By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.”

Full text: ”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.”

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The Six A’s of Quality Education

Harry a. patrinos, eduardo velez bustillo, catherine yan wang.

Education systems reforms are needed in many countries to turn the tide. In a recent article , we propose the following as six necessary components (referred to as the 6A’s ) to achieve such reforms:

•  Assessment . Benchmarks and benchmark-based assessments are the cornerstone of education planning and reform aiming to improve quality. Countries that are unable to determine where their education system stands currently will find it difficult to make improvements or to reach their goals. One example of success in this area can be found in Jordan, where use of international tests for benchmarking and the use of feedback loops led to impressive gains.    
• Autonomy . Empowering schools will determine quality improvements. This includes giving them ownership, resources, and voice while enhancing school competitiveness. Across Australia, Canada, Finland, Japan and Korea – the five OECD countries with both an above-average student performance in science and a below-average impact of socio-economic background on student performance – 80% of 15-year-olds are in schools which report competing with one or more other schools in the area for students. Students in districts with 85% of schools competing with other schools tend to perform better. Autonomy’s potential for transforming education systems depends on whether increased autonomy is accompanied by enhanced accountability mechanisms.  
•  Accountability . As mentioned, autonomy and accountability are closely related. Accountability increases time on task and academic achievement. As decision-making power is redistributed, local authorities, school principals, teachers, and students are given new responsibilities for resource deployment and school activities. In an autonomy-based structure, school principals are held accountable to municipal authorities for (efficient) use of financial resources. Likewise, school principals are held accountable to both parents and local authorities for improving the learning environment and outcomes. An accountability-based system usually entails a shift of decision-making authority from the government to the community, which is represented by school governing boards and integrated by teachers, parents, and community members. In the United Kingdom in 1988, the government gave public secondary schools the option of removing local education authority control and becoming autonomous grant-maintained (GM) schools. GM schools were funded by a new agency but were owned and managed by the school governing body, a new 10-15 member entity composed of the head teacher, as well as teacher and parent representatives. Research finds large achievement gains at schools that voted for GM.  
• Attention to teachers . Studies across the world show that a good teacher–one that adds value to the learning process– can be effective in helping students to improve their learning outcomes. The top-performing school systems recruit their teachers from the top third of each graduate cohort: top 5% in South Korea, top 10% in Finland, and top 30% in Singapore and Hong Kong SAR, China. This screening helps to ensure that teachers possess the skills and knowledge necessary to be effective educators. Additionally, in-service training helps teachers to maintain those skills.   
• Attention to early childhood development . Early childhood development (ECD) may be the most cost-effective educational investment. Empirical evidence demonstrates that quality ECD interventions increase educational success and adult productivity, and decrease public expenditures later on. A study in Jamaica found that children in a treatment group, whose mothers were taught ways in which to promote cognitive, physical, and emotional development during their child’s early years, earned on average 42% more as young adults than children in the control group who did not receive these benefits.  
• Attention to culture . Culture is important and often neglected. The use of the mother tongue as the language of instruction is one cultural area frequently disputed in many countries. For some, the topic has political overtones, for others it can be associated with religious values, and still for others costs are used as an excuse for opposition. In many countries, a significant number of students do not speak the national language in the home, which has practical implications for education. We, and others, have found that schools using mother tongues as the language of instruction have higher attendance and promotion rates, and lower repetition and dropout rates. This trend has specifically been noted in the case of indigenous peoples in Guatemala . Students also better learn their national language by the end of basic education if they first become literate in their mother tongue.

  Follow the World Bank education team on Twitter: @WBG_Education  

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Inclusive, quality education

Every child and young person has the right to access safe, inclusive, quality education.

However, 224 million children and youth across the world are out of school.

As a result of the COVID-19 pandemic, the number of children experiencing reading difficulties rose to 584 million – a jump of over 20% which has reversed over 20 years of education gains. 

Children and girls in all their diversity, including those living with disabilities, those that are LGBTQIA+, indigenous, minority ethnic or racialised groups, children living in contexts of conflict and crisis, and children living in poor and remote areas are most often denied access to education.

This has far-reaching consequences on their futures and those of their families, communities and countries. 

We promote free, equal access to quality education for all children – from early learning to secondary education. We work with children and young people, their families, communities, wider society and governments, and advocate at both local and international levels, so that all children are able to get an education.

Inclusive education

Education in emergencies, bridging the digital gender divide, gender equality and education.

Early childhood education

Gender-transformative education

Our approach to inclusive, quality education is through the lens of gender-transformative education.

This seeks to utilise all parts of an education system – from policies to practices to community engagement – to transform stereotypes, attitudes and practices. Our aim is to challenge power relations, rethink gender norms and binaries, and raise awareness of the root causes of inequality and systems of oppression.

Related pages

This is the Future Girls Want – will world leaders listen?

We woke up to the sound of guns and cannons

Schools should not be a target in any conflict

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Defining and measuring the quality of education

Strategic_seminar1.jpg.

What is the quality of education? What are the most important aspects of quality and how can they be measured?

These questions have been raised for a long time and are still widely debated. The current understanding of education quality has considerably benefitted from the conceptual work undertaken through national and international initiatives to assess learning achievement. These provide valuable feedback to policy-makers on the competencies mastered by pupils and youths, and the factors which explain these. But there is also a growing awareness of the importance of values and behaviours, although these are more difficult to measure.  

To address these concerns, IIEP organized (on 15 December 2011) a Strategic Debate on “Defining and measuring the quality of education: Is there an emerging consensus?” The topic was approached from the point of view of two cross-national surveys: the OECD Programme for International Student Assessment (PISA) and the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)*.

Assessing the creativity of students

“Students’ capacity to extrapolate from what they know and apply this creatively in novel situations is more important than what the students know”, said Andreas Schleicher, Head of the Indicators and Analysis Division at the Directorate for Education, OECD, and in charge of PISA. This concept is reflected in current developments taking place in workplaces in many countries, which increasingly require non-routine interactive skills. When comparing the results obtained in different countries, PISA’s experience has shown that “education systems can creatively combine the equity and quality agenda in education”, Schleicher said. Contrary to conventional wisdom, countries can be both high-average performers in PISA while demonstrating low individual and institutional variance in students’ achievement. Finally, Schleicher emphasized that investment in education is not the only determining factor for quality, since good and consistent implementation of educational policy is also very important.

The importance of cross-national cooperation

When reviewing the experience of SACMEQ, Mioko Saito, Head a.i of the IIEP Equity, Access and Quality Unit (technically supporting the SACMEQ implementation in collaboration with SACMEQ Coordinating Centre), explained how the notion of educational quality has significantly evolved in the southern and eastern African region and became a priority over the past decades. Since 1995, SACMEQ has, on a regular basis, initiated cross-national assessments on the quality of education, and each member country has benefited considerably from this cooperation. It helped them embracing new assessment areas (such as HIV and AIDS knowledge) and units of analysis (teachers, as well as pupils) to produce evidence on what pupils and teachers know and master, said Saito. She concluded by stressing that SACMEQ also has a major capacity development mission and is concerned with having research results bear on policy decisions.  

The debate following the presentations focused on the crucial role of the media in stimulating public debate on the results of cross-national tests such as PISA and SACMEQ. It was also emphasized that more collaboration among the different cross-national mechanisms for the assessment of learner achievement would be beneficial. If more items were shared among the networks, more light could be shed on the international comparability of educational outcomes.

* PISA assesses the acquisition of key competencies for adult life of 15-year-olds in mathematics, reading, and science in OECD countries. SACMEQ focuses on achievements of Grade 6 pupils. Created in 1995, SACMEQ is a network of 15 southern and eastern African ministries of education: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe

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Toward equitable, quality education for all: The importance of recognizing learning and skills

Subscribe to the center for universal education bulletin, allyson parco , allyson parco former research analyst - global economy and development , center for universal education rohan carter-rau , and rohan carter-rau research analyst - global economy and development , center for universal education annelies goger annelies goger fellow - brookings metro.

October 17, 2022

World leaders converged in New York City for the 77th session of the United Nations General Assembly ( UNGA ) last month. With access to quality education top of mind in the wake of tremendous learning losses during COVID-19, the United Nations Educational, Scientific and Cultural Organization (UNESCO) convened stakeholders for the Transforming Education Summit at UNGA to address the lack of progress toward Sustainable Development Goal 4 (SDG 4), which aims to ensure access to quality education and promote lifelong learning opportunities for all.

Alongside these high-impact events, the Brookings Institution and the Learning Economy Foundation co-hosted a set of side events focused on connecting the urgent need to address educational inequities with the surge in use of digital learning tools. There has been rapid growth in education technology platforms and demand for skills and career opportunities, but most of the products are based in wealthy Western countries. Even in these wealthy countries, there is a significant digital divide and limited data governance. The goal of our events was to develop consensus around what it will take to build a more equitable and ethical education technology infrastructure across a diverse range of country settings.

Drawing from the discussions in the full-day symposium on September 20 and focused policy debate on September 22, we identified four major themes.

1. The urgency to get back on track to achieve SDG 4

The world is currently off track in achieving SDG 4. The pandemic caused school closures in 191 countries and 1.5 billion students transitioned into online learning platforms ( UNESCO, 2021 ). Ethel Agnes Pascua-Valenzuela, director of the Southeast Asian Ministers of Education Organization Secretariat, highlighted the importance of managing change in times of crisis. She noted that in early 2020, most students and teachers struggled to access education online, but by 2021, schools had figured out hybrid teaching, use of online videos for education, and other digital education technologies. Yet, she reminded the audience, “Most teachers don’t have internet. They don’t have devices … . It is so important to be thinking about the least privileged.” Without proactive effort, there is a serious risk that ongoing digitizing of the education system will leave many vulnerable populations even further behind.

2. The importance of partnerships and engagement of diverse voices

Building an education technology ecosystem that aligns with SDG 4 requires intentional effort and collaboration across stakeholders and areas of work that tend to operate separately, such as data governance, education, labor, and business. Policymakers and technical experts need to be at the same tables and learn to speak the same language. These conversations also need to bring in the voices of teachers and young learners, who are often not present in these future-shaping dialogues.

The idea of using public–private partnerships (PPPs) to incorporate technologies into education through platforms and services was controversial. Some stakeholders see PPPs as the best way to expand access to digital learning opportunities, because in resource-constrained environments, the public sector cannot accomplish this alone. Others questioned whether corporate profit motives undermine the goal of equity in education, due to lack of willingness to allocate resources to low-income countries and communities. Borhene Chakroun, director of the division for Policies and Lifelong Learning Systems at UNESCO, was emphatic in recognizing that countries cannot build education technology infrastructure by themselves but highlighted that “The most important partnership is not with the company; it is with the community.”

3. User-centered processes and tools that give people control over their own data

Technical experts discussed digital credentials and decentralized digital wallets as ways learners can gain control of their own education data. Conversation on this topic highlighted the need for sovereignty –that technology infrastructure should be built with user ownership and agency in mind. At the policy debate, Thaís Queiroz, a youth representative of the World Organization of the Scout Movement, emphatically spoke about how important it is to have control over personal data. Queiroz shared the stark differences in how technology use and regulation is governed in Brazil, her home country, and in Germany, where she currently lives. She said that once she got to Germany, she started realizing how much information about her and her peers had been gathered, and there was no way to control its removal or who could see and access it.

Many speakers also highlighted the importance of trust for the success of digital credentials. If learners do not have agency or trust that a digital credential will make a meaningful difference in their career or improve their interactions with potential employers, and if employers have no trust that the credentials legitimately convey value, then the entire approach falls apart.

4. The need to recognize learning across borders and in a diversity of settings

Another major issue many participants raised was recognizing learning across geographic and sectoral borders. Saghar Salehi, a youth representative and former member of the Afghan girls’ robotics team , highlighted her struggles to have her diploma recognized when she came to the U.S. as a refugee, noting that some institutions would not accept it or would require her to take classes over. Attendees also discussed how being able to capture a wider range of skills in a digital credential and even recognize informal and non-formal learning, such as leadership experience gained in community service, would be powerful for employers to identify talent and for learners to achieve their education and career goals.

As the shifts toward skill and competency-based learning grow, the education technology community remains focused on strategies to achieve SDG 4with diverse collaboration, connectivity, and global advocacy in higher education. Although new technologies show great promise for helping learners access and document their learning, experts shared concerns surrounding data privacy, data ownership, and digital divides. The 77th session of UNGA and the Transforming Education Summit began valuable discussions for the international community, and we are continuing to work with partners in this area to explore how principles of sovereignty, equity, and mobility can be designed into the education technology ecosystem.

Social media engagement can be found through the @BrookingsGlobal and @Learnonomy Twitter accounts.

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What does Quality Education mean?

Breaking down Sustainable Development Goal #4

Aug 31, 2023

Education is essential for ending poverty . Actually, let's rephrase that: quality education is essential for ending poverty.

The word “quality” carries a lot of meanings—and even baggage. Especially in the US, where school rankings can be a stressful topic for both parents and students. In our work, however, quality means something very different, and very specific. This is especially true in countries where education is most under threat, and why Quality Education is one of the UN’s top Sustainable Development Goals . Read on to learn more. 

The UN defines its fourth Sustainable Development Goal (SDG) is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” 

Education is important, and many areas of the world lack access to free pre-primary, primary, and secondary education — not to mention affordable options for technical, vocational, and university studies. But it’s not enough for education to be accessible. It also has to add value to the lives of the children and young adults attending school. School enrollment in Niger had gone up for primary students pre-pandemic. However, many of these students were graduating school without mastering basic skills like literacy and numeracy.

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Why quality education matters.

Education can help young people break an intergenerational cycle of poverty . But this is only possible if education is approached in a meaningful way. In 2012, the UN’s former Secretary-General Ban Ki-moon said:

“Education is about more than literacy and numeracy — it is also about citizenry. Education must fully assume its central role in helping people to forge more just, peaceful and tolerant societies.” 

This is what we mean by “quality” education: We need a standard to measure how effective an education is in order to set students up for success in the rest of their lives. 

How we measure Quality Education

The UN has outlined several targets within their larger education-related SDG that help us to set a standard of quality. 

1. Building relevant skills for financial success

Extreme poverty is a lack of assets or a lack of return on those assets. One of these assets are skills, including technical and vocational skills. The more relevant these skills are in the 21st Century, the more likely they are to generate a return. This not only means understanding how relevant skills have changed against the digital revolution and automation, but also against climate change, shifting societal norms, and political realities. 

2. Eliminating discrimination in education

Education is a fundamental human right. However, there are 244 million children around the world who aren’t in the classroom. Many of them are excluded due to some form of discrimination. Girls’ education is particularly under threat here, with over 129 million girls missing out on a basic human right. Quality Education means equality in education — at all levels. 

3. Universal literacy and numeracy

According to UNESCO, if all adults had just literacy and numeracy skills, an estimated 171 million people could escape extreme poverty . However, UNESCO also estimates that  there are 781 million illiterate adults around the globe. Many of these adults have completed several years of education but remain unable to read or count due to different barriers.

6 Benefits of literacy in the fight against poverty

"The future starts with the alphabet." Here are 6 benefits of literacy as a tool for breaking the cycle of poverty.

4. Inclusive and safe schools

Environment is crucial to fostering a quality education. This means building and upgrading schools that are child-friendly, disability- and gender-sensitive, and provide safe, nonviolent, and inclusive spaces for kids to learn — and to enjoy being kids. Unfortunately, both physical and psychological aggression and gender biases are still prevalent in far too many schools. 

5. Qualified teachers

One of the UN’s other main goals around education is to increase the number of qualified teachers — especially in low-income countries and remote areas around the world. While many teachers receive some form of training, it’s not always in line with the best education models, nor is it always tailored to teaching in fragile contexts. 

How Concern supports Quality Education

Concern’s work in primary education is grounded in the belief that all children have a right to learn. We believe that education is one of the best routes out of poverty and integrate it into both our development and emergency work to give children living in extreme poverty more opportunities in life and an overall sense of well-being. 

Supporting Syrian students and teachers in Lebanon and Türkiye

We’ve worked with displaced Syrian teachers, as well as local teachers in Turkish and Lebanese host communities, to develop formal and informal learning programs that support children who have been traumatized by war and displacement. We’ve also worked with Syrian adults to build relevant income-generating skills that they can use in their host communities as well as, eventually, when they return home to a country that will need help rebuilding its infrastructure, economy, and communities.

Helping girls succeed in Kenya and Malawi

Project Profile

Right to Learn

An example of finding the right partners to go even further, this education program in Malawi improved gender equality in the classroom.

In an effort to build gender equality in educational systems around the world, we’ve created programs that support retention rates from primary to secondary schools for girls in Kenya and Malawi . In Malawi, we’ve also supported community groups to prevent harmful traditions like child marriage from interrupting education (for boys and girls). Community groups like a local Village Savings and Loan Association in Kenya’s Chalbi Desert have also taken it upon themselves to financially support local girls through their primary and secondary schooling. 

Breaking language barriers in Haiti and Niger

Language barriers in the classroom: From mother tongue to national language

Learn more about how Concern programs have helped students overcome language barriers in classrooms in Haiti and Kenya.

We’ve addressed language barriers in the classroom in countries like Kenya, Niger and Haiti , where local communities often speak languages other than the national tongues (which, in and of themselves, are holdovers of colonial rule). This method is in line with UNESCO’s recommendation for early teaching in the mother tongue and gradually transitioning. 

Creating safe learning environments in Sierra Leone

Concern is working to address school-related gender-based violence (SRGBV) to align quality with equality. In Sierra Leone, our Irish Aid-funded, multi-million-dollar, five-year learning program, the Safe Learning Model, developed a holistic approach to education in the Tonkolili District, addressing SRGBV in the larger community context and creating a model that can be adapted for other countries and settings. 

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More on Quality Education

Four ways that girls’ education can change the world

Child marriage and education: The blackboard wins over the bridal altar

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Center for American Progress

A Quality Education for Every Child

• Report    PDF (486 KB)

A New Agenda for Education Policy

The time is now for policymakers to take a bold and comprehensive approach to K-12 education.

Advancing Racial Equity and Justice, Building an Economy for All, Strengthening Health, College, Career, and Civic Readiness, Education, Education, K-12, Income Inequality, Investment and Funding Equity for Public Education, Modernizing and Elevating the Teaching Profession, Public School Choice, Racial Equity and Community-Informed Policies, Racial Equity and Justice, Racial Wealth Gap +10 More

Media Contact

Mishka espey.

Senior Manager, Media Relations

[email protected]

Julia Cusick

Vice President, Communications

Government Affairs

Madeline shepherd.

Senior Director, Government Affairs

Peter Gordon

Senior Director, Federal Affairs

Jerry Parshall

Senior Director, Safety and Justice Campaign; Director, State and Local Government Affairs

In this article

Authors’ note: CAP uses “Black” and “African American” interchangeably throughout many of our products. We chose to capitalize “Black” in order to reflect that we are discussing a group of people and to be consistent with the capitalization of “African American.”

Introduction and summary

There is no question that education is a powerful driver of prosperity. Americans with college degrees earn 117 percent more a year than those who do not complete high school. 1 Based on data for the high school class of 2015, raising the nation’s high school graduation rate from 83 percent to 90 percent would result in an additional $3.1 billion in earnings for each high school cohort, which would translate into a $5.7 billion increase in gross domestic product. 2 Moreover, Americans with higher levels of education are more likely to vote, 3 to volunteer, 4 and to donate to charity. 5

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But on the whole, the results of the U.S. education system are not where they need to be. Between 2000 and 2017, the United States slipped from fifth to 10th among Organisation for Economic Cooperation and Development (OECD) countries in its rate of postsecondary degree attainment. 6 America’s 13-year-olds continue to languish in the middle of the pack internationally in math and science achievement. After some hopeful progress in the early 2000s, results on the National Assessment of Educational Progress (NAEP) have stagnated in both reading and math. 7 Even more alarming, the nation continues to see the effect of systemic and structural barriers to opportunity for Black, 8 Latinx, Native American, and some Asian American and Pacific Islander children, not to mention the ongoing segregation and isolation of students from families with low incomes who are locked into under-resourced schools. 9 Additionally, it is clear that students with disabilities, students who identify as LGBTQ, and students who are English language learners continue to grapple with added barriers to accessing a quality education.

As the 2020 elections near, the conversation about how to change the direction of the country will gain even more prominence—on education, as well as the many other critical issues Americans are facing. More and more candidates for national office are presenting ideas for how to increase access to high-quality early childhood education and how to make higher education more accessible and affordable. And yet, with a few prominent exceptions, presidential candidates have not yet taken clear positions or staked out big ideas on how to ensure that every child has an excellent school. 10 Elementary and secondary schools are where students learn to read, write, do math, and develop the skills, knowledge, and abilities that will make them successful lifelong learners and full participants in U.S. democracy.

What’s more, the public wants a focus on education. In the 2018 midterm elections, it was the second-most frequent topic of campaign ads for governors, with candidates vying to be their state’s “pro-education governor.” 11 This year, education ranks third among voters’ top priorities for the president and Congress. 12

Although K-12 education historically has not been a driving force in national elections, the nation is in a unique moment in time. Teacher protests and strikes over the past year have catalyzed increased public support for both teachers and for funding public education more broadly. 13 Across the country, people are recognizing that after a decade of disinvestment following the Great Recession, the support that students, teachers, and schools need is simply not being provided—and the consequences are evident.

To be sure, part of national policymakers’ hesitation to address K-12 education stems from America’s long tradition of state and local control of schooling, which can be a barrier to the federal government—and the president—becoming highly involved in education. But the federal government has a critical role to play in creating the conditions for equitable access to educational opportunity for every child, regardless of their background.

States and school districts alone simply cannot achieve the goal of providing every student with a high-quality school. The nation’s current system has led to enormous gaps in the resources provided to students based on geography, income, and race. The difference in spending across states is massive, even accounting for varying levels of poverty, regional wages, and other factors. For example, New York spends more than $12,400 more per student than Idaho. 14 Only 11 states fund education progressively, by providing more resources to the school districts with the highest levels of poverty. In the rest of the country, the students who need the most actually get the least. 15 Even today, local communities are seceding from their larger school districts and exacerbating segregation. 16 Unfortunately, U.S. history shows that without a strong federal role, it is all too easy for states and local school districts to perpetuate structural inequality that has existed for generations.

It is also important for future administrations to understand and learn from the lessons of past efforts to reform K-12 education. Through the past several administrations—both Democratic and Republican—there was a general consensus on the key elements of education reform. These elements included standards-based accountability for schools, teacher evaluations based partly on student learning, and the expansion of public school choice options. At the federal and state levels, policymakers and advocates—including the Center for American Progress—pushed for major changes to the education system based on these ideas.

However, over the past few years, these efforts—though in many cases clearly necessary—were proven insufficient. First, despite evidence that standards-based accountability led to modest improvements, these reforms have not led to progress at the pace needed to give every student a fair shot at success in college and career. 17 Second, parents and teachers have not seen clear positive impacts from these systemwide reform efforts and, in many cases, have only seen the negative impacts of overtesting, 18 narrowing of curriculum, 19 frustrated teachers, 20 and state disinvestment in education that stretched far beyond the recession. 21 What’s more, in too many places, there has been limited input from and engagement with affected communities during the development and implementation of reforms. 22

With these lessons in mind, a new education agenda must be rooted in the idea of opportunity for all, with equity in access at the center. This means developing policies in partnership with everyday people, with a lens on how these policies will affect students from historically underserved and under-resourced communities. The focus should be on ensuring that these students receive the greatest benefit, while keeping an eye on every child having a quality seat in public schools.

There is no silver bullet or single idea that will dramatically improve opportunities and outcomes for students, but there are ways that federal policymakers—including the next presidential administration—can take action and set a new agenda for K-12 education. This agenda should focus on five key components:

Applying an explicit race equity lens to policy development

Preparing all students for college and the future workforce, modernizing and elevating the teaching profession.

• Dramatically increasing investments in public schools and improving the equity of existing investments

Bringing a balanced approach to charter school policy

This report, in turn, takes a detailed look at each of these components.

K-12 education reform has long focused on policies that will improve outcomes for students who are underserved and historically disadvantaged. Now more than ever, it is critical for progressive policy to support the students and families that have been denied opportunity in this country. In particular, policymakers, researchers, and advocates should intentionally apply an explicit race and resource equity lens to all policies and analysis. This means specifically looking at potential impacts on communities that do not identify as white or that have large concentrations of families with low incomes, without conflating the two.

The goal is to forge a path where equity is not merely a trendy concept, but rather one centered in all education policymaking and practice, and where institutional racism is called out as a barrier to forward progress and appropriately addressed. Fortunately, during the current presidential election cycle, there has been an uptick of serious discussion about the debt that the U.S. government owes citizens who continue to face obstacles to achieving the American dream as a result of the lasting effects of enslavement. 23 From enacting slave codes to relegating Black residents to particular ZIP codes, American institutions and social networks have denied Black people the basic human right to education and a host of other opportunities—including home ownership, jobs, and voting access—through policy and practice. 24 The results show up as a persistent gap in achievement, 25 troubling gaps in school discipline, 26 and ongoing gaps in college access and completion, 27 all of which ultimately result in a wealth gap that will take more than 100 years to close if nothing changes. 28

Similar discouraging gaps are clearly evident for some ethnicities of American Asian and Pacific Islander and nonwhite Latinx students. 29 And for Native American students, some of these gaps are even more troubling, as this group experiences stark gaps in achievement—the lowest graduation rates, the highest dropout rates, and troubling disparities in school discipline. Even worse, Native American young people experience a higher rate of suicide than any racial group in America. 30 Schools operated by the federal Bureau of Indian Education are in unconscionable levels of disrepair. A 2016 report from the U.S. Department of the Interior’s Office of Inspector General documented “major facility deficiencies and health and safety concerns,” with structural concerns in 12 of the 13 visited schools, as well as five condemned buildings. 31 These challenges exist against the backdrop of Native American students being descendants of genocide and having their native language and culture stripped away by government policy over centuries.

The current presidential administration’s attempts to eliminate tools put in place to disrupt deeply entrenched and persistent disparities in educational attainment offer additional evidence of the ongoing barriers placed in front of nonwhite American students. 32 The data make clear how historic and systemic inequities in educational opportunity have created a debt that must be paid. 33 And institutions of higher education are already taking the lead to make amends for past atrocities. 34 For these reasons, a new administration must begin with a comprehensive strategy for addressing disparities in educational opportunity.

While some of these efforts will inherently benefit public school students of all races and incomes, creating policies targeted exclusively at repairing the ongoing harm to nonwhite students in America can also result in unrealized economic prosperity and mobility. Broad access to quality schools and greater educational opportunities, coupled with a comprehensive economic development strategy beyond the educational system, would unlock talent currently not realized within underserved communities.

Presidential leadership is needed to address persistent historic gaps in opportunity for nonwhite students

A new administration can take a number of specific actions to increase opportunity and to focus explicitly on racial equity. These include establishing a mechanism for filling the annual $23 billion gap in funding between predominantly white and predominantly nonwhite school districts; 35 identifying and distributing $200 billion for school infrastructure to update crumbling and outdated school buildings; 36 establishing a grant program to improve teacher preparation, recruitment, and ongoing professional development that fully incorporates culturally responsive pedagogy and acknowledges the new majority in public schools across America; 37 and issuing guidance through the U.S. Department of Education to implement the Powell exception in San Antonio Independent School District v. Rodriguez , which calls for the elimination of property tax-based school financing models that privilege wealthy and mostly white districts over predominantly nonwhite districts. 38 In addition, a new administration can incentivize state education agencies to conduct deep racial equity audits, implement strategies to promptly address disparate racial impacts resulting from gaps in educational opportunity, and make transparent a framework for applying a race equity lens to future policy and programming decisions.

There is no doubt that the world of work is changing. Not only are many jobs of tomorrow radically different from the jobs of yesterday, but Americans can also expect to hold more jobs over the course of their careers, moving from job to job and even sector to sector with much more frequency. 39 As a result, it is more important than ever for the education system to provide every child with the skills and knowledge needed to be successful in a wide range of occupations.

Unfortunately, despite increases over the past decade, 15 percent of high school students who began high school in 2013 did not graduate within four years. Those numbers rise to 22 percent for Black students, 20 percent for Latinx students, and 22 percent for students from families with low incomes. 40 With few good jobs available for individuals without a high school diploma, these young adults can expect to earn only $27,040 a year, compared with $60,996 for college graduates. 41 Even for those students who do graduate from high school, earning a high school diploma does not necessarily mean that they are truly prepared for either postsecondary education or the workforce.

Improvements in the rigor and quality of states’ academic standards over the past decade have been an important step. But these improvements have not yet fully translated to high school graduation requirements. Prior CAP research found that only four states have high school diploma requirements that are fully aligned with the entrance requirements for their four-year state institutions of higher education. And only two of those states require a rigorous, 15-credit college ready curriculum, which includes four years of English, three years of math up to algebra II, three years of laboratory science, three years of social studies, and two years of the same foreign language. 42

Career-readiness is even less of a focus: Only one state—Delaware—requires all students to complete a three-credit career and technical education pathway to earn a regular high school diploma. And only 8 percent of high school graduates take a college- and career-ready curriculum that includes both components. 43 Research is clear that this preparation is critically important: Students that have both academic and workforce credentials are more likely to be employed and to have higher wages than other students, even when they do not go to college. 44 New research from the Stanford Center for Education Policy Analysis found that after California school districts implemented career pathway programs, dropout rates in those districts declined by 23 percent. 45

Too many students—particularly Black, Latinx, and Native American students, as well as students from families with low incomes—have limited access to advanced courses and dual enrollment opportunities. 46 Even before students arrive in high school, opportunity gaps at the elementary and middle-school level mean that white fourth grade students are more than twice as likely as Black fourth grade students to be performing at grade level in math and reading. 47 And for all students, the average student-to-counselor ratio is 482-to-1—nearly double the recommended ratio of 250-to-1—making it nearly impossible for students to get the additional guidance they need. 48 With these barriers across the K-12 continuum, it is no wonder that only 56 percent of students from the lowest quintile of socio-economic status enroll in college. 49 Among Pell Grant recipients, who are college students from families with low and moderate incomes, 55 percent require remedial coursework when they do enroll, 50 and only 49 percent actually graduate from college. 51

Give every student the opportunity to graduate high school with college credit and a meaningful workforce credential

A new federal-state-industry partnership would identify school models that provide both of these opportunities to all students and would bring these models to scale regionally and within states. To ensure that all students have access to new opportunities in high school, these models should focus heavily on the middle grades. This partnership would require states and industry partners to ensure that career and technical education programs reflect upcoming, well-paid, in-demand jobs in their region and that they address structural inequities to increase access to programs for students in the state who have historically been underserved and subsequently locked out of high-paying jobs. Building on their state’s college- and career-ready academic content standards, participating school districts could establish a K-12 ladder of course content supporting preparation for careers in the new economy. Districts would also strengthen family engagement and educator professional development, building awareness about the requirements for the future of work as early as kindergarten.

No education reform effort can be successful without teachers. Great teaching is at the core of all efforts to improve students’ learning and has the greatest impact for students who, due to poverty and structural racism, are the most likely to come to school already behind their peers academically—namely, nonwhite students and students from families with low incomes. 52

Yet despite what is known about the importance of excellent teaching, the teaching profession has for too long been an afterthought. Teachers are underpaid and undervalued. Currently, too many teachers must learn on the job, sometimes without much support. Not by chance, the students who get the least experienced and least qualified teachers are most often nonwhite or from families with low incomes, worsening already existing inequities in these students’ access to a quality education. 53

It does not have to be this way. In other careers, such as medicine and law, high expectations and selective and intensive training work together to create a profession that is highly respected and highly compensated. As has been true in other fields, unions should and must be a component of efforts to modernize the profession, particularly since research suggests that their negotiating power may be associated with not only higher salaries but also reduced teacher turnover and boosted student achievement. 54

Unfortunately, teachers are notoriously underpaid. 55 As the recent teacher strikes and walkouts brought to light, public school teachers make less than other comparable professionals in every state; in 2018, they earned 13.1 percent less on average, when accounting for nonwage benefits. 56 Given their low wages, teachers are about 30 percent more likely than nonteachers to work a second job, and in many states, teachers earn so little that they qualify for public benefits. 57 Compounding the problem, many teachers have to spend their own money on classroom supplies because public dollars fall short. For example, in the 2014-15 school year, 94 percent of teachers paid out of pocket for classroom supplies, with the average public school teacher spending $479. 58

Moreover, the teaching profession is not highly selective, nor is it doing enough to recruit more diversity to the field. 59 Compared with the United States, other countries with higher-performing educational systems tend to have more rigorous selection processes for admission into teacher preparation programs. 60 In many states, the percentage of nonwhite students still substantially outnumbers the percentage of nonwhite teachers—and nonwhite teachers have low retention rates across the country. 61

And yet, in recent years, expectations for teachers have risen. The job now requires getting all students—not just a small percentage, as was the status quo a generation ago—ready for college and career, which means that students need to meet challenging standards each year. 62 In addition, expectations for how teachers serve their students have rightly been raised; they are expected to differentiate and adjust instruction for English language learners, special education students, and students who are behind or above grade level. 63 The nation has underinvested in anti-poverty programs and put its faith in education as the “great equalizer,” 64 which means that teachers are being asked to bear a significant portion of the responsibility to meet students’ basic needs, respond to trauma, and provide social and emotional learning. 65

All of this is not lost on young people or their parents. For the first time, a majority of parents say that they do not want their kids to become teachers. 66 Likewise, fewer high school students report that they are interested in teaching careers, 67 and enrollment in teacher preparation programs is down by more than 30 percent since 2012. 68

Comprehensive agenda to raise the prestige of teaching and improve teachers’ working conditions

If states and school districts raised teacher pay to match that of other professions, provided training to help teachers meet the needs of the changing student population, and increased the selectivity of the teaching profession, the national narrative about and respect for the teaching profession would shift. A comprehensive policy agenda to achieve this goal should be multifaceted and must ensure that teachers are given the necessary training and resources to meet a higher bar. Components of such an agenda should include efforts to be more purposeful about candidates accepted into teacher preparation programs, with an explicit emphasis on diversifying the teaching profession; improving teacher preparation programs to provide them with high-quality clinical training experience and more rigorous coursework designed to prepare them for modern classrooms; aligning requirements for licensure with candidates’ observable readiness to teach beyond multiple-choice exams; investing in supports for new teachers, such as high-quality induction and mentorship programs; providing dedicated time and support for meaningful professional development that improves student outcomes; and defining career pathways that give excellent teachers the opportunity to expand their effectiveness.

Dramatically increasing investment in the nation’s public schools

Following the Great Recession in 2008, most states responded to revenue drops by making large cuts to their education budgets. 69 Schools depend on state funding for almost half of their revenue, but by 2015, only a handful of states had returned to pre-recession levels of spending. 70 Today, that number is increasing, but nearly half of states are still below pre-recession levels. 71 Some states even chose to cut taxes after the recession, which exacerbated budget constraints by reducing revenues even as the economy rebounded. 72

Research shows that money matters in education. Student scores on the NAEP are correlated with cumulative per-pupil spending. 73 Problems such as poor air quality and uncomfortable temperatures in schools can have negative effects on student learning 74 ; a study from the Journal of Environmental Psychology even found that building conditions predicted academic outcomes. 75 Still, more than half of U.S. public schools currently need repairs. 76

Funding affects every aspect of an excellent, well-rounded education. More money means available funds for smaller class sizes, 77 more rigorous course offerings, 78 and additional support staff, such as mental health professionals, 79 all of which have important consequences for student success and well-being. And these school features are especially important for students living in areas of concentrated poverty who may need additional support. For example, class size reduction typically has the largest positive effects for students who are Black or from families with low incomes. 80

Unfortunately, there are both racial and socio-economic disparities in investment and opportunities. Despite serving the same number of students, school districts where more than 75 percent of students are nonwhite receive $23 billion less than districts where more than 75 percent of students are white. 81 Reinvesting in schools continually results in more positive outcomes for disadvantaged students. Between 1990 and 2011, states that passed more equitable school finance reforms saw decreased gaps in NAEP scores between low-income and wealthier districts. 82

Federal investment in education currently covers approximately 8 percent of public school revenues, and the amount of funding provided has not kept up with inflation over the past decade. 83 Title I funds are not enough to create equity across districts or states, 84 and the Individuals with Disabilities Education Act (IDEA) remains underfunded. 85 But with states and districts facing extreme inequities in funding—inequities that hurt the students who need education investment the most—it is time for progressives to fight for the funding that schools and students deserve.

Public education opportunity grants

Title I is the primary federal funding source for schools and school districts with high percentages of students from families with low-incomes. 86 Years of political compromises and tweaking of the formula, however, have left funding for the program inequitable, underfunded, and too widely dispersed to make a meaningful difference in the schools it is designed to serve. 87 Increasing Title I funding should be a priority, but a new administration should go further by creating new public education opportunity grants. To inform this approach, the federal government should appoint a commission to determine a specific set of critical education resources that are typically present in privileged communities but missing from historically disadvantaged schools and districts. These resources could include guidance counselors, school nurses, mental health professionals, art and music classes, or extracurricular enrichment opportunities—which would become available to all U.S. schools through the grants.

In exchange for new federal funding, states would need to ensure that districts serving high percentages of students from families with low incomes are providing the resources determined necessary by the aforementioned commission. States would also need to make changes to support these district efforts, such as adjusting state funding formulas to be more equitable.

Charter schools have long been a contentious issue among progressives, and Secretary of Education Betsy Devos’ intense focus on expanding both private school vouchers and charters has likely increased that tension. Yet high-quality charter schools have been a critical strategy to increase opportunity and create more good seats for students. At the same time, some of the critiques of the charter sector do have merit. CAP has long argued that there is a progressive case for charters focused on growing and learning from successful models while addressing gaps in charter policy, such as the many problems with for-profit, virtual charter schools. 88

There are currently slightly more than 7,000 charter schools across 44 states and Washington, D.C., that educate more than 3 million students, or 6 percent of public school enrollment. 89 While the charter sector serves a small percentage of students nationwide, in some of the nation’s largest cities, it serves far more: from between 10 and 20 percent in New York, Chicago, Miami, and Houston to between 30 and 60 percent in Philadelphia, Detroit, and Washington, D.C. This growth has not been without controversy and opposition. Critiques include concerns about charters’ impact on traditional districts (for example, contributions to school closings, segregation, and budget cuts); resistance to supporting organized labor; gaps in charter policy that limit transparency and allow profit-seeking; lack of support for community-led models in favor of schools managed by larger entities responsible for multiple replicated schools; and claims of privatizing public education.

A review of charter school research reveals that many studies have found both negative and positive effects on student outcomes. 90 Most, like a recent federal study on the long-term impacts of attending charter middle schools, find no effect. 91 These mixed results are also driven by marked variability in the success of charter schools. 92 Charter schools in rural or suburban areas typically have slightly negative effects, while charter schools in urban areas—especially those serving students of color and students from families with low incomes—tend to be more successful. 93

In successful charter schools, there are significant effects on both short-term student outcomes—such as test scores 94 —and long-term outcomes, including graduation, college enrollment, and college persistence. 95 And the effects can be especially pronounced for historically underserved students. In Boston, for example, a study found that one year in a charter school erases a third of the racial achievement gap. 96

Research into charter schools’ effects on the finances and operations of traditional school districts highlights that charters have a short-term negative impact on economies of scale in districts, while over the medium term, they can lead to improvements in efficiency in district schools. 97 One study of the effects of charter schools in New York City even showed that students at traditional district schools experienced the strongest positive achievement effects when a charter school was co-located in a building with the district school. 98

High-quality charter schools as a strategy, not a goal

In too many places across the country, there are not enough good seats in schools, especially for Black, Latinx, and Native American students, as well as students from families with low incomes. A strong charter sector is a critical component to expanding the number of good public school seats, and high-quality charter schools are a valuable strategy to address that problem. But the growth of charter schools should not be an end in itself. A new administration should take a nuanced approach to charters that includes both the expansion of good school options and the coordination across the traditional district and charter sectors to avoid potentially negative impacts. This approach should include three key components. First, it should include strong authorizing and accountability policies for charter schools as well as efforts to proactively address the shortfalls of the sector. These efforts should include solutions for pain points, such as issues related to backfilling enrollment during the school year, providing service to students with disabilities, and maintaining transparency in financial operations—to name a few.

Second, the approach should apply a race equity lens to public school choice policies generally and charter schools specifically, with a focus on equitably expanding access to opportunities for underserved students. This means that decisions on where to locate schools and programs and how to make enrollment decisions—for example, boundaries, admissions requirements, and lottery rules—should be analyzed with a race equity lens.

Third, this approach should include a balanced assessment of potential charter growth and the impact on traditional districts. This assessment should always focus on how to increase the number of good seats for students but may imply different specific recommendations in different places and circumstances.

The current U.S. K-12 educational system should be an engine of opportunity that creates pathways to college, family-sustaining jobs, and the middle class for every student. While this is true for some, it is far from true for all. If America is ever to have a public school system that provides equitable access to these opportunities, everyone—parents, educators, policymakers, researchers, and advocates—must wrestle with hard truths. Making progress toward the goal of shared prosperity means looking at policies very explicitly through the lens of race and income equity. This work is critical to breaking down systematic, structural, and institutional barriers to opportunity.

Future presidential administrations must have a clear vision for policies that will benefit all Americans and provide pathways to opportunities. Certainly, addressing the needs of the current workforce is important, but national leaders must also consider the more than 50 million students in public schools who want to go to college or get a good job after they leave the K-12 system. It is time for a clear, robust K-12 education platform that applies an explicit race equity lens to all policies, prepares students for college and the future workforce, modernizes and elevates the teaching profession, dramatically increases the nation’s investment in education, and takes a balanced approach to opening and supporting charter schools to provide more good choices for families. Leaders at every level should focus on these priorities in order to enhance the quality of education for every single public school student.

About the authors

Scott Sargrad is the vice president of K-12 Education Policy at the Center for American Progress. He previously served as deputy assistant secretary for elementary and secondary education in the Obama administration and worked as a math teacher and special education paraprofessional. Sargrad received his bachelor’s degree in mathematics from Haverford College and a master’s degree in education policy and management from the Harvard Graduate School of Education.

Khalilah M. Harris is the managing director for K-12 Education Policy at the Center. She was the first deputy director of the White House Initiative on Educational Excellence for African Americans and is currently a lecturer in the College of Education at Towson University. Harris is a proud alum of Morgan State University, where she earned her bachelor’s degree in political science. She also earned a Juris Doctor from the University of Maryland Francis King Carey School of Law and a doctorate in educational leadership from the University of Pennsylvania.

Lisette Partelow is the senior director of K-12 Strategic Initiatives at the Center. Her previous experience includes teaching first grade in Washington, D.C., working as a senior legislative assistant for Rep. Dave Loebsack (D-IA), and working as a legislative associate at the Alliance for Excellent Education. She has also worked at the U.S. House Committee on Education and Labor and at the American Institutes for Research.

Neil Campbell is the director of innovation for K-12 Education Policy at the Center. He was a special assistant and, later, a chief of staff in the Office of Planning, Evaluation and Policy Development at the U.S. Department of Education. Campbell previously worked at Education Elements and the Boston Consulting Group. He earned a bachelor’s degree in economics and political science from Case Western Reserve University and a master’s in business administration from Vanderbilt University.

Laura Jimenez is the director of standards and accountability for K-12 Education Policy at the Center. She served as the director of the College and Career Readiness and Success Center at the American Institutes for Research and as a special assistant in the Office of Elementary and Secondary Education at the U.S. Department of Education. Jimenez has also overseen large-scale college access programs funded by the National Institutes for Health and the Bill and Melinda Gates Foundation and has served as a teacher in the U.S. Peace Corps. She received her bachelor’s degree from the University of California, Los Angeles and holds a master’s degree in social welfare from the University of California, Berkeley.

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• Philip Gleason and others, “The Evaluation of Charter School Impacts: Final Report” (Washington: National Center for Education Evaluation and Regional Assistance, 2010), available at https://ies.ed.gov/ncee/pubs/20104029/pdf/20104029.pdf .
• LiBetti and others, “The State of the Charter Sector.”
• Edward Cremata and others, “National Charter School Study 2013” (Stanford, CA: Center for Research on Education Outcomes, 2013), available at http://credo.stanford.edu/documents/NCSS 2013 Final Draft.pdf .
• Tim R. Sass and others, “Charter High Schools’ Effects on Long-Term Attainment and Earnings,” Journal of Policy Analysis and Management 35 (3) (2016): 683–706, available at https://news.vanderbilt.edu/files/pam_21913_Rev-FINAL-4416.pdf .
• Sarah Cohodes and Susan M. Dynarski, “Massachusetts charter cap holds back disadvantaged students” (Washington: Brookings Institution, 2016), available at https://www.brookings.edu/research/massachusetts-charter-cap-holds-back-disadvantaged-students/ .
• Christian Buerger and Robert Bifulco, “The effect of charter schools on districts’ student composition, costs, and efficiency: The case of New York state,” Economics of Education Review 69 (2019): 61–72, available at https://www.sciencedirect.com/science/article/abs/pii/S0272775716303417 .
• Sarah A. Cordes, “Charters and the Common Good,” Education Next 18 (2) (2018): 60–67, available at https://www.educationnext.org/charters-and-common-good-spillover-effects-charter-schools-new-york-city/ .

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Top 67 Organizations Leading SDG 4 Quality Education Globally

June 14, 2023

Here is a list of 67 organizations that are using technology to promote and support SDG 4 quality education, and are making a positive impact on society.

The Omdena “ Impact Tech Leaders Series ” comprises game-changing startups, stories, and thought-leadership pieces from leading impact ventures solving real-world problems.

In today’s fast-paced and interconnected world, quality education has become increasingly important in shaping our future. The United Nations recognizes this significance by including Quality Education as Sustainable Development Goal 4 (SDG 4) in its 2030 Agenda for Sustainable Development. With the joint efforts of governments, international organizations, NGOs, and private sectors, progress is being made towards achieving this goal. This article aims to highlight  organizations that are spearheading SDG 4 Quality Education on a global scale, showcasing their remarkable contributions to this critical cause.

Introduction to SDG 4 Quality Education

In September 2015, United Nations member countries adopted the 2030 Agenda for Sustainable Development, which set out 17 Sustainable Development Goals (SDGs) aimed at addressing global challenges such as poverty, inequality, environmental degradation, and social injustice. One of these goals is SDG 4 – Quality Education. This goal seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

As we strive toward achieving this important goal, numerous organizations have emerged as leaders in promoting quality education worldwide. In this blog post, we will introduce you to 67 of these educational pioneers that are making a significant impact on SDG 4.

Why is SDG 4 so important?

Education is not only a fundamental human right but also an essential tool for breaking the cycle of poverty and fostering sustainable development. It empowers individuals with the knowledge, skills, and values necessary to create positive change in their lives and communities. Furthermore, investing in quality education has been shown to have lasting benefits both economically and socially.

By pursuing SDG 4 Quality Education globally, we can promote equality of opportunity and access to resources while simultaneously developing skilled workforces capable of driving economic growth and innovation.

What are the SDG 4 Quality Education targets?

There are ten targets under SDG 4 that focus on various aspects of education:

• Universal primary and secondary education
• Early childhood development and pre-primary education
• Equal access to technical/vocational/tertiary education
• Enhanced literacy & numeracy skills among youth/adults
• Gender equality & inclusion in education
• Quality education facilities & learning environments
• Scholarships for developing countries
• Improved capacities of teachers/educators
• Global citizenship education & sustainable development education
• Effective partnerships & resources for SDG 4 implementation

How can SDG 4 be achieved?

Achieving these targets requires a concerted effort from governments, international organizations, civil society , the private sector, and individuals to promote quality education worldwide through innovative solutions and partnerships.

Some strategies to achieve SDG 4 include:

• Investing in teacher training and professional development to ensure they are equipped with the necessary skills and knowledge to provide quality education.
• Implementing inclusive curricula that value diversity, address gender disparities, and consider the needs of marginalized groups.
• Leveraging technology and digital platforms for increased access to educational opportunities.
• Strengthening national policy frameworks and legislation that prioritize quality education as a fundamental right.
• Encouraging public-private partnerships to enhance funding streams for educational initiatives.

How can the use of AI help us achieve Sustainable Development Goal 4?

The use of AI can significantly contribute to achieving Sustainable Development Goal 4 (SDG 4), which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Below are some ways AI can help in attaining SDG 4:

• Personalized learning: AI algorithms can analyze students’ performance, learning styles, and preferences to create personalized learning plans, enabling students to learn at their own pace and reduce disparities in educational outcomes.
• Intelligent tutoring systems: AI-powered tutors can provide students with immediate feedback, guidance, and support in various subjects, supplementing teacher instruction and enhancing the overall learning experience.
• Inclusive education: AI technologies such as speech recognition, natural language processing , and computer vision can help create accessible educational materials for individuals with disabilities or those who speak different languages.
• Teacher support: AI tools like predictive analytics can assist educators in identifying at-risk students early on so that targeted interventions can be implemented. Additionally, the automation of routine administrative tasks allows teachers to focus on creating engaging content for their students while making class preparation more efficient.
• Global access to resources: Online platforms powered by AI enable learners from around the world to access high-quality educational content and courses regardless of geographic location or financial constraints.
• Adaptive assessments: AI-based assessment systems evaluate a student’s knowledge accurately by adapting questions based on previous responses, making it easier for educators to track progress over time.
• Enhancing creativity: By leveraging machine-learning algorithms , educational tools can encourage creative thinking through collaborative projects where learners combine ideas or build upon existing work facilitated by recommender systems.
• Skill development: AI-driven career guidance platforms identify skill gaps within the workforce and recommend relevant training programs that align with labor market demands.
• Data-driven policies: Governments and policymakers can utilize data generated by AI-powered education platforms to make informed decisions about resource allocation, curriculum design, and teacher recruitment to improve education systems.

In conclusion, AI has the potential to transform the education landscape by making it more personalized, inclusive, and accessible for all. It can empower teachers, learners, and stakeholders to work together towards achieving SDG 4.

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What are the challenges and barriers to achieving SDG 4?

Despite progress made toward achieving SDG 4 Quality Education, several challenges remain:

• Inadequate financing: Insufficient funds allocated towards educational systems may lead to poor infrastructure, overcrowded classrooms, insufficient teacher training, and limited access to learning materials.
• Conflict and instability: War or political unrest can disrupt educational services or force children out of school due to displacement or insecurity.
• Gender discrimination: Societal norms may discourage girls from attending school or create barriers that prevent them from accessing quality education opportunities.
• Rural-urban divide: In many parts of the world, rural areas tend to have less developed educational infrastructure than urban centers, leading to disparities in access and quality.

67 Organizations Spearheading Quality Education on a Global Scale

The order does not follow a ranking.  

Labster is a company that provides virtual labs and science simulations for universities and high schools. Labster uses technology to enhance science education and inspire students to explore and learn science. Labster’s simulations are based on artificial intelligence, data science, and machine learning to create realistic and interactive scenarios that cover various topics in biology, chemistry, physics, and more

• Founder(s): Mads Tvillinggaard Bonde, Michael Bodekaer, Tobias Aabye Dam
• Funding years: 2011
• Headquarters: Copenhagen, Denmark
• Funding: Series C

How do you measure impact?

Learning with Labster virtual lab simulations drives STEM knowledge, grades, pass rates, retention, and even STEM career readiness.

Here are some stats about Labster’s impact:

• Students who learn with Labster as a pre-lab assignment are 5.4 times more likely to say they plan to continue taking STEM courses
• Students who learn with Labster as a pre-lab assignment are 4 times more likely to say they plan a career in STEM
• Low-knowledge students increase their knowledge by 24% with Labster
• Low-performing students rate their self-efficacy 40% higher after using Labster than medium-performing students

“Labster’s guiding principle is to increase educational access and build the STEM pipeline by putting cutting-edge technology tools for modern pedagogy into the hands of teachers. Our new, generative simulations with personalized adaptive tutoring in 3D immersive worlds will now enable educators to go further to unlock the full potential of every student, everywhere.” – Michael Bodekaer Jensen, CEO and co-founder of Labster.

Eedi is a company that provides a data-driven platform for maths education for teachers, learners, and parents. Eedi uses technology to help students succeed in maths by identifying and resolving their misconceptions using best-in-class pedagogy and fully-qualified tutors. Eedi also uses artificial intelligence, data science, and machine learning to create personalized learning paths, adaptive quizzes, and actionable insights for teachers

• Founder(s): Craig Barton, Simon Walsh, and Ben Caulfield
• Funding years: 2015
• Headquarters: London, England, United Kingdom
• Funding: Seed

Udemy is a company that provides an online learning and teaching platform for various topics. The company’s platform features a marketplace of courses on topics such as development, business, lifestyle, IT and software, finance and accounting, and more. The platform also allows anyone to create and share their own courses with millions of learners.

• Founder(s): Eren Bali, Gagan Biyani, and Oktay Caglar
• Funding years: 2010
• Headquarters: San Francisco, California, United States
• Funding: Series F

Udemy’s mission is to improve lives through learning by providing flexible, effective skills development to empower organizations and individuals. Through our platform, we’ve enabled more than 70,000 instructors to create over 210,000 courses across 75 languages, reaching more than 62 million learners worldwide. We also offer more than 22,000 free courses on our platform. Udemy supports over 14,400 organizations, including more than half of the Fortune 100.

We measure impact through a number of factors, ranging from course enrollments and hours learned, to individual, department- or organization-wide objectives met, such as engagement, retention, projects delivered, or certifications earned. Instructors and organizations have access to data and insights to measure the impact of their own teaching efforts or learning programs. 

Visit our ESG page to learn more about our ESG program, our commitment to SDGs, and how we’re making a positive impact on the world.

4. Mathspace

Mathspace is a company that provides an online maths program with adaptive learning for students, teachers, and parents. Mathspace uses technology to help students learn maths by providing them with immediate and personalized feedback at every step, giving them a one-to-one learning experience. Mathspace also uses artificial intelligence, data science, and machine learning to create personalized learning paths, adaptive quizzes, and diagnostic check-ins for teachers.

• Founder(s): Chris Velis, Tommy Mermelshtayn, Daniel Tu-Hoa, and Alvin Savoy
• Headquarters: Sydney, Australia
• Funding: Venture – Series Unknown

Udacity is an education technology company that provides online education courses in various high-demand fields, such as artificial intelligence, machine learning, data science, cloud computing, and cybersecurity. The company’s mission is to connect education to jobs and empower lifelong learners to achieve their career goals. The company’s flagship product, Udacity Nanodegree, is a credential that certifies the mastery of in-demand skills through project-based learning and mentorship.

• Founder(s): Sebastian Thrun, David Stavens, and Mike Sokolsky
• Headquarters: Mountain View, California

Udacity’s mission is to train the world’s workforce in the skills and careers of the future. Those skills and careers are evolving every day, even more so as Artificial Intelligence disrupts industries in ways we never could have predicted. When we measure our impact, we look at it from a few different angles, always coming back to the impact that job-ready skill development has on individuals, businesses, and nations.

For our individual learners, how many concrete skills have they learned, which can be applied on the job or in pursuit of a new job? And what are those career outcomes?

For our enterprise clients, what’s the cumulative RoI of our program–what productivity gains have employees seen? What growth and innovation have been unlocked thanks to having more employees with more advanced skill sets? How much did the company save by upskilling existing employees instead of hiring new ones?

And finally, for our government and societal impact partners, we look at the impact on a macro scale… how are our upskilling programs providing more skilled workers for the local and national economy? Are we diversifying the pool of tech talent available? Are we moving toward improving GDP, or opportunities for generational wealth-building?

In that vein, some more recent metrics that we’ve compiled to gauge our impact:

• 16.9+ million registered users in more than 240 countries
• 2.6+ million projects submitted
• 205K+ Nanodegree program certificates earned
• 73% of graduates reported a favorable career change in the first 12 months

6. AltSchool

AltSchool was a San Francisco-based company that operated a network of schools that used technology to provide personalized education for students. AltSchool used artificial intelligence, data science, and machine learning to create a platform that enabled teachers to customize curricula, track student progress and collaborate with parents and other educators. AltSchool also developed tools for students to set their own goals, manage their time and work on projects that matched their interests and abilities.

• Founder(s): Max Ventilla
• Funding years: 2013
• Headquarters: San Francisco, USA

7. Codecademy

Codecademy is an online learning platform that offers interactive courses and projects on various coding and programming topics, such as web development, data science, computer science, and machine learning. Codecademy also provides career paths and skill paths to help learners achieve their goals and certificates to showcase their achievements.

• Founder(s): Zach Sims and Ryan Bubinski
• Headquarters: New York City, USA
• Funding: Series D

Codecademy, from Skillsoft, is a leading online learning platform that has helped over 40 million people worldwide build inspiring careers in technology. By creating an engaging, flexible, and accessible way to learn in-demand technology skills, Codecademy empowers individuals and companies to thrive in today’s tech-driven world.

Since 2011, learners from more than 150 countries have accessed Codecademy’s extensive course offerings on web development, data science, computer science, cybersecurity, and more, including programming languages like Python, CSS, and JavaScript.

To better serve learners throughout their entire careers, Codecademy recently launched a new product for upskilled and enhanced features for job-seekers, including skill-based assessments and certifications. Whether someone is looking to increase their tech literacy, move up in an existing role, or land their first job in technology, Codecademy aims to help people future-proof their careers. 

Brainly is a New York-based company that provides a web-based platform for students and experts to ask and answer homework questions. Brainly covers various subjects such as mathematics, history, biology, chemistry, physics, English, and more. Brainly uses artificial intelligence, data science, and machine learning to moderate content, personalize recommendations and enhance user experience.

• Founder(s): Michał Borkowski, Tomasz Kraus and Łukasz Haluch
• Funding years: 2009
• Headquarters: New York, USA

9. GoStudent

GoStudent is an online tutoring platform that offers live and interactive lessons for school students in various subjects, such as math, languages, science, and more. GoStudent connects students with qualified and experienced tutors who provide individualized and personalized instruction. GoStudent also provides homework help, exam preparation, and learning materials.

• Founder(s): Felix Ohswald and Gregor Müller
• Funding years: 2016
• Headquarters: Vienna, Austria

At GoStudent, our goal is to unlock the potential of every student. Technology is key to realizing this vision, and we’re continually exploring how we bring the online and offline worlds together to create impactful learning experiences, personalized to the individual and accessible to all. 

AI is critical here – it has the potential to significantly improve the learning experience, democratize the learning process and improve the lives of students and teachers. From helping time-strapped teachers with lesson plans and marking to adapting the learning process around learners’ strengths and weaknesses – the benefits are innumerable. We also acknowledge that AI can make education more accessible. By creating expertly trained AI tutors, tailored tutoring can be offered at a far lower cost.

Our impact is measured by the 11 million students that GoStudent supports each month, but also by the steps we take to bring our goals to life: how we harness tech in the right way to open more doors. 

 10. PraxiLabs

PraxiLabs , an Amsterdam-based company, offers a virtual laboratory solution for science education that replicates real-world experiments in the fields of biology, chemistry, and physics. PraxiLabs has proven to be a valuable resource for students and educators worldwide, providing a seamless, secure, and cost-effective 3D simulation. The company has received numerous global awards, such as ABH, and has been recognized as a leading tech startup worldwide. PraxiLabs stands out as the first company to launch a native mobile app for both Android and IOS, enabling users to access the platform from anywhere and at any time.

• Founder(s): Khadija Elbedweihy, Essam El-Saadi, Safiya Elbedwihy
• Funding years: 2017
• Headquarters: Netherlands
• Funding: Bootstrapping

Kiddom is a San Francisco-based company that provides a web-based platform for K-12 education that combines high-quality curriculum with flexible technology. Kiddom enables teachers, students, and administrators to access, customize and collaborate on curriculum and lesson plans, assess student progress and growth, and gain actionable insights for data-driven instruction.

• Founder(s): Ahsan Rizvi and Abbas Manjee

Edmodo is a San Mateo-based company that provides a web-based platform for K-12 education that connects teachers, students, parents, and administrators. Edmodo enables users to share content, distribute quizzes and assignments, manage communication and collaboration, and access professional development resources. Edmodo does not use artificial intelligence, data science, or machine learning in its platform, but it does leverage technology to enhance learning outcomes and foster creativity. Edmodo also supports environmental sustainability by reducing the need for physical textbooks and paper materials that can have a negative impact on the environment. Edmodo was acquired by NetDragon in 2018 for $137.5 million.

• Founder(s): Nic Borg, Jeff O’Hara, and Crystal Hutter
• Funding years: 2008

13. Boddle Learning

Boddle Learning

Boddle Learning is a Kansas City-based company that provides a web-based platform for K-6 math education that combines 3D gaming with adaptive learning. Boddle Learning enables students to practice math skills, watch instructional videos and track their progress in a fun and engaging way. Boddle Learning also enables teachers and parents to create assignments, monitor performance and address learning gaps with real-time reports.

• Founder(s): Clarence Tan and Edna Martinson
• Funding years: 2018
• Headquarters: San Mateo, USA

14. Lingo Live

Lingo Live is a company that provides personal online language and communication coaching to employees of innovative tech companies anytime, anywhere. The company’s platform helps multilingual professionals to communicate with confidence and improve their communication and leadership skills through live, online lessons with native instructors over video conferences.

• Founder(s): Tyler Muse
• Funding years: 2012
• Headquarters: San Francisco, California, USA

Chalk is a company that provides a cohesive, integrated, and aligned curriculum and instruction solution for K-12 schools and districts. The company’s platform enables educators to develop, manage, and assess standards-aligned curriculum and instruction, as well as to monitor student progress and achievement.

• Founder(s): William Zhou, Ryan McKay Fleming, and Suraj Srinivas
• Headquarters: Kitchener, Ontario, Canada. 

Hapara is a company that develops tools to view, organize, and personalize digital learning for K-12 educators and learners. The company’s platform provides access and visibility into learner work across G Suite, data and analytics on learner engagement and performance, and a rich classroom learning ecosystem that integrates various apps and resources.

• Founder(s): Jan Zawadzki
• Headquarters: Chicago, USA
• Funding: Series A

17. Brilliant.org

Brilliant.org

Brilliant.org is a company that provides digital interactive STEM learning experiences to students, professionals, and lifelong learners around the world. The company’s platform features problems and courses in mathematics, physics, quantitative finance, and computer science that offer an engaging and challenging way to learn and practice STEM skills.

• Founder(s): Sue Khim
• Headquarters: San Francisco, Califonia, USA

TED-Ed is a company that provides short video lessons worth sharing, aimed at educators and students. The company’s platform features carefully curated educational videos, many of which are collaborations between educators and animators nominated through the TED-Ed platform. The company also offers interactive lessons, clubs, series, and events to support learning and teaching

• Founder(s): An Initiative of TED. TED was founded in 1984 by Richard Saul Wurman and Harry Marks

 19. Classtime

Classtime is a company that develops a platform for learning and feedback that helps teachers to engage and assess their students in real time. The company’s platform provides various question types, interactive features, and instant data and analytics that enable teachers to create and deliver effective formative and summative assessments.

• Founder(s): Jan Rihak
• Headquarters: Santa Barbara, California, USA

20. EdSurge

EdSurge is a company that provides news, research, and analysis on education technology and its impact on teaching and learning. The company’s platform features articles, podcasts, newsletters, events, and reports that cover topics such as online learning, digital equity, higher education, K-12 education, and workforce development. 

• Founder(s): Betsy Corcoran
• Headquarters: Arlington, Virginia, USA
• Funding: Series B

21. Thinkster Math

Thinkster Math

Thinkster Math is a company that provides online math tutoring to students from kindergarten to 12th grade. The company’s platform combines a world-class curriculum, personalized instruction from experienced tutors, and AI-powered feedback that tracks and analyzes students’ work and progress. 

• Founder(s): Raj Valli and Kuman Thiagarajan
• Headquarters: Kendall Park, New Jersey, USA

22. MobyMax

MobyMax is a company that provides an online education program for K-8 students that covers 27 subjects, including math, reading, phonics, language, vocabulary, spelling, writing, science, social studies, and more. The company’s platform features an adaptive curriculum, personalized instruction, and interactive features that help students find and fix learning gaps.

• Founder(s): Glynn Willet and Wade Willet
• Headquarters: Pittsburgh, USA
• Funding: Venture – Series Unknown 

23. TeachBoost

TeachBoost is a company that provides an evaluation and feedback platform for educators that helps them engage in an ongoing dialogue that fosters their development and improves student outcomes. The company’s platform features a collaborative portal, a customizable observation framework, and a data dashboard that enable teachers and administrators to work and improve together.

• Founder(s): Andrew Gioia, Jason DeRoner, and Mike Gioia
• Headquarters: Brooklyn, New York, USA

24. Tinkergarten

Tinkergarten

Tinkergarten is a company that provides outdoor, play-based learning experiences for early childhood. The company’s platform matches families with leaders in their local community who offer activity-based kids classes that help them develop the skills that matter most, such as creativity, collaboration, and problem-solving.

• Founder(s): Meghan Fitzgerald and Brian Fitzgerald
• Funding years: 2014
• Headquarters: Northampton, USA

25. BrainPOP

BrainPOP is a company that provides digital educational content that supports teachers and engages students. The company’s platform features short animated movies, games, quizzes, and activities that cover topics such as STEM, social studies, English, health, arts, and music for students from kindergarten to 12th grade.

• Founder(s): Avraham Kadar
• Funding years: 1999
• Funding: Series Unknown

26. AdmitHub (MainStay)

AdmitHub, now Mainstay is a company that develops a student engagement platform for higher education that uses artificial intelligence and mobile messaging to connect students with the support they need to reach colleges and businesses. The company’s platform features behaviorally intelligent chatbots that provide personalized guidance, feedback, and nudges to students throughout their educational journey.

• Founder(s): Andrew Magliozzi, Kirk Daulerio, and Toby Jackson
• Headquarters: Boston, USA

27. BrainCert

BrainCert is a company that develops cloud-native agile software solutions for e-learning. The company’s platform offers the essential building blocks to create a robust and cost-effective e-learning ecosystem in the cloud, such as a learning management system, virtual classroom, courses platform, assessment platform, and online shop.

• Founder(s): Fazil Rahim, Yasin R
• Headquarters: Herndon, Virginia, United States

Tynker is a company that provides a creative coding platform for K-12 students that teaches them computational learning and programming skills in a fun and imaginative way. The company’s platform features various courses, projects, games, and activities that cover topics such as animation, music, robotics, drones, smart devices, Minecraft, and more.

• Founder(s): Krishna Vedati, Kelvin Chong, and Srinivas Mandyam
• Headquarters: Mountain View, California, United States

Remind is a company that provides a communication platform for education that reaches students and families where they are and supports learning wherever it happens. Remind uses technology to help educators, students, and parents connect with each other and with the resources they need. Remind’s platform offers features such as two-way text messaging, real-time notifications, automatic translation, personalized learning paths, adaptive quizzes, and actionable insights. Remind also uses artificial intelligence, data science, and machine learning to create engaging and effective communication tools.

• Founder(s): Brett Kopf, David Kopf
• Headquarters: San Francisco, California
• Funding: Series E

30. Participate

Participate

For nearly a decade, Participate has helped professionals across a variety of organizations better connect, collaborate, learn, and grow through a digital platform and expert services to foster engaging communities of practice.

Because whether you need to scale training programs like the Colorado Statewide Parent Coalition , or connect and empower your community like Black Girl Ventures , or customize a digital learning solution for your clients like DoGoodery — the Participate community platform is built to inspire learning and propel your impact forward.

The newest community platform software is equipped with remarkable features such as digital badges and stackable micro-credentials, events, courses, and resource spaces. Designed to facilitate continuous learning and engagement, these features make competency-based education tangible, accessible, and rewarding.

This new Participate community of practice platform is more than just a tool — it’s a catalyst for transformation in your organization.

• Founder(s): Mark Otter
• Funding years: 2019
• Headquarters: Chapel Hill, North Carolina

31. Coursera

Coursera is an education company that partners with universities and organizations to offer online courses, certifications, and degrees in a variety of subjects. The company aims to provide life-transforming learning experiences to learners around the world, regardless of their location, background, or goals.

• Founder(s): Andrew Ng and Daphne Koller
• Headquarters: Mountain View, California, USA

32. Nearpod

Nearpod is an educational technology company that provides video-based courses and digital learning solutions for students and teachers. The company helps educators create and deliver interactive and engaging lessons that can be accessed on any device. Nearpod also helps teachers monitor student progress, provide feedback, and generate reports.

• Founder(s): Felipe Sommer, Emiliano Abramzon, and Guido Kovalskys
• Headquarters: Dania Beach, Florida, USA
• Funding: Venture – Series B

33. Knewton

Knewton is an educational technology company that provides adaptive learning solutions for students and educators. The company develops a platform that allows users to offer digital courses that adapt to students’ needs and preferences. The company also provides Alta, a courseware solution that covers various subjects in higher education.

• Founder(s): Jose Ferreira

34. Empowerly

Empowerly is an education technology company that provides a platform for personalized college and career guidance. The company helps students achieve their academic and professional goals by connecting them with trained counselors, advisors, researchers, and editors. Empowerly also helps students access various resources, such as college matches, essay editing, startup internship matching program, etc.

• Founder(s): Hanmei Wu and Changxiao Xie
• Funding: Venture – Series A

35. Age of Learning

Age of Learning

Age of Learning is an education technology company that creates and develops online learning programs for children of various ages and stages. The company’s mission is to help children everywhere build a strong foundation for academic success and a lifelong love of learning. The company’s flagship product, ABCmouse.com, is the leading digital education brand for young children in the U.S.

• Founder(s): Doug Dohring
• Funding years: 2007
• Headquarters: Glendale, California, USA

36. Genius Plaza

Genius Plaza

Genius Plaza is an education technology company that provides a platform for multicultural and personalized online learning for children of various ages and stages. The company’s mission is to democratize education and provide access to information and opportunity for diverse communities. The company’s flagship product, Genius Plaza, is an online learning platform that covers various subjects, such as math, language arts, science, and social studies.

• Founder(s): Ana Roca Castro
• Headquarters: Clifton Park, New York, USA

 37. Makeblock

Makeblock is an education technology company that provides STEM education-based robot-building kits and software for children of various ages and stages. The company’s mission is to help children develop creativity, curiosity, and problem-solving skills through robotics and coding. The company’s flagship product, Makeblock, is a platform that allows users to create and control robots using various hardware components and software tools.

• Founder(s): Jasen Wang
• Headquarters: Shenzhen, China
• Funding: Venture – Series C

Cialfo is a Singapore-based company that provides a one-stop solution for students, counselors, parents, and universities to simplify college and career counseling workflows. Cialfo uses artificial intelligence, machine learning, and natural language processing to help students find the right-fit colleges, apply to them, and get visa support. Cialfo also helps universities refine their international strategy, build relationships with prospective students and form a more diverse and inclusive class.

• Founder(s): Rohan Pasari and William Hund
• Headquarters: Singapore

39. Quipper

Quipper is an education technology company that provides online learning management systems (LMS) and video content for K-12 students and teachers in Japan, Indonesia, the Philippines, and Mexico. The company’s mission is to make quality education accessible and engaging for everyone. The company’s flagship product, Quipper School, is an LMS that allows teachers to create and deliver lessons, quizzes, and assignments online. The company also provides Quipper Video, a service that streams videos featuring top teachers and covers various subjects and curricula.

• Founder(s): Masayuki Watanabe
• Headquarters: London, United Kingdom

40. Outschool

Outschool is an education technology company that provides a marketplace of live online classes for kids. The company’s mission is to connect motivated learners, parents, and teachers together to create great learning experiences. The company’s flagship product, Outschool, is a platform that allows users to find and book online classes on various topics and interests, such as arts, science, math, languages, and more.

• Founder(s): Amir Nathoo, Mikhail Seregine, and Nick Grandy
• Funding: Venture – Series D

41. Khan Academy

Khan Academy

Khan Academy is a nonprofit organization that provides free online education for anyone, anywhere. The company’s mission is to create a set of online tools that help educate students on various subjects, such as math, science, computing, history, art history, and economics. The company’s flagship product, Khan Academy, is a platform that allows users to access video lessons, practice exercises, and a personalized learning dashboard.

• Founder(s): Salman Khan
• Funding years: 2006

42. Kidaptive

Kidaptive Inc. is an education technology company that provides adaptive learning tools for children of various ages and stages. The company’s mission is to empower learners, parents, and educators by creating a vibrant ecosystem of personalized learning experiences. The company’s flagship product, Kidaptive, is a platform that allows users to access video lessons, practice exercises, and a personalized learning dashboard.

• Founder(s): P.J. Gunsagar and Dylan Arena
• Headquarters: Redwood City, California

43. Teachable

Teachable is an education technology company that provides an online course creation platform for anyone who wants to teach or sell courses online. The company’s mission is to empower creators to transform their knowledge into income. The company’s flagship product, Teachable, is a platform that allows users to create and sell online courses on various topics and interests, such as business, design, health, music, and more.

• Founder(s): Ankur Nagpal

44. Edpuzzle

Edpuzzle is an education technology company that provides an online video-editing and analytics tool for teachers and students. The company’s mission is to make any video into a powerful learning experience. The company’s flagship product, Edpuzzle, is a platform that allows users to crop, customize, and add interactive elements to any video from the web or their own devices.

• Founder(s): Quim Sabrià, Santi Herrero Bajo, Jordi Gonzalez, and Xavier Vergés Parisi
• Funding: Secondary Market

Vivi is an education technology company that provides a wireless presentation and screen mirroring tool for education. The company’s mission is to empower teachers and students to display, capture, annotate, and save content in real-time. The company’s flagship product, Vivi, is a platform that allows users to connect their devices to any display and share their screens with the class.

• Founder(s): Lior Rauchberger, Simon Holland, and Tomas Spacek

46. ClassDojo

ClassDojo is an education technology company that provides a school communication platform for teachers, students, and families. The company’s mission is to create a positive culture and community in every classroom. The company’s flagship product, ClassDojo, is a platform that allows users to share photos, videos, and messages about the school day, as well as give feedback on students’ skills and behaviors.

• Founder(s): Sam Chaudhary and Liam Don

47. Lightneer

Lightneer is an education technology company that provides hyper-casual learning games for kids. The company’s mission is to make learning fun and accessible for everyone. The company’s flagship product, Lightneer, is a platform that allows users to play games that integrate casual and fun gameplay with educational content about particle physics, biology, chemistry, and more.

• Founder(s): Lauri Järvilehto, Lauri Konttori, and Niklas Hed
• Headquarters: Helsinki, Finland

48. FutureLearn

FutureLearn

FutureLearn is an education technology company that provides an online learning platform for anyone who wants to learn new skills or pursue their interests. The company’s mission is to create a diverse and inclusive community of learners who can access high-quality education from anywhere. The company’s flagship product, FutureLearn, is a platform that allows users to enroll in online courses, programs, and degrees from leading universities and institutions around the world.

• Founder(s): The Open University
• Funding: Corporate round

 49. Newsela

Newsela is an education technology company that provides online news articles for education. The company’s mission is to make reading and learning from the news accessible and engaging for every student. The company’s flagship product, Newsela, is a platform that allows users to access news articles from various sources that are adapted to different reading levels and aligned to curriculum standards.

• Founder(s): Matthew Gross

50. Duolingo

Duolingo is a free, fun, and effective way to learn a language online or on mobile devices. It offers courses in over 40 languages, with bite-sized lessons that adapt to the learner’s level and pace. Duolingo uses AI and data science to personalize the learning experience, optimize the curriculum, and assess the learner’s progress.

• Founder(s): Luis von Ahn and Severin Hacker
• Headquarters: Pittsburgh, Pennsylvania, USA
• Funding: Series H

51. Lingoda

Lingoda is an online language school that offers courses in English, German, French, Spanish, and Business English. Learners can choose between group classes or private classes with native-level teachers, available 24/7 via Zoom. Lingoda also provides learning materials, certificates, and flexible plans to suit different goals and budgets.

• Founder(s): Fabian Wunderlich and Michael Shangkuan
• Headquarters: Berlin, Germany
• Funding: Private Equity

52. DreamBox Learning

DreamBox Learning

DreamBox Learning is an online adaptive learning platform that offers personalized and engaging math and reading instruction for K-8 students. DreamBox uses AI and data science to tailor the curriculum to each student’s needs and pace and to provide real-time feedback and guidance. DreamBox also provides educators with actionable insights and reports on student progress and growth.

• Founder(s): Lou Gray and Ben Slivka
• Headquarters: Bellevue, Washington

53. Kahoot!

Kahoot! is a game-based learning platform that enables anyone to create and play fun and engaging quizzes, games, and presentations on any topic. Kahoot! can be used in classrooms, workplaces, social settings, or at home for learning, training, entertainment, and more. Kahoot! also offers a variety of ready-made games and content from partners and publishers.

• Founder(s): Johan Brand, Jamie Brooker, and Morten Versvik
• Headquarters: Oslo, Norway
• Funding: Post IPO secondary

54. Prodigy Education

Prodigy Education

Prodigy Education is an online math learning platform that offers curriculum-aligned math games for students in grades 1-8. Prodigy uses AI and data science to adapt the content and difficulty to each student’s level and learning style and to provide feedback and rewards. Prodigy also provides teachers with tools and reports to monitor and support student learning.

• Founder(s): Rohan Mahimker and Alex Peters
• Headquarters: Toronto, Canada

Bulb is a Denver-based company that provides a web-based platform for students and educators to create, share and showcase their digital portfolios. Bulb enables users to document their learning journey, showcase their skills and achievements, and collaborate with others on projects and assignments. Bulb also helps educators to design curriculum, assess student work and provide feedback.

• Founder(s): Eric Goldreyer, David Dixon, and Bart Epstein
• Headquarters: Denver, USA

56. Eduphoria!

Eduphoria! Inc.

Eduphoria! is an online platform that offers a suite of applications for school management and assessment. Eduphoria! helps educators plan and deliver instruction, monitor student progress, analyze data, and create reports. Eduphoria! also provides tools for professional development, teacher evaluation, and student portfolios.

• Funding years: 2004
• Headquarters: Plano, Texas, USA
• Funding: Series Unknown 

Otus is an online platform that offers a suite of tools for classroom management and assessment. Otus helps teachers create and deliver instruction, monitor student engagement, analyze data, and communicate with students and families. Otus also provides tools for standards-based grading, learning management, and student portfolios.

• Founder(s): Chris Hull and Pete Helfers
• Headquarters: Chicago, Illinois, USA

58. BYJU’S

BYJU’S

BYJU’S is an online learning platform that offers courses and programs for school and competitive exams, such as CBSE, ICSE, JEE, NEET, CAT, UPSC, and more. BYJU’S uses AI and data science to personalize the learning experience, provide feedback and guidance, and track the learner’s progress and performance. BYJU’S also provides live classes, interactive videos, quizzes, games, and simulations.

• Founder(s): Byju Raveendran
• Headquarters: Bangalore, India
• Funding: Debt Financing

59. Lingvist

Lingvist is a Tallinn-based company that provides a web-based platform for learning languages faster and more efficiently. Lingvist uses big data, artificial intelligence, and machine learning to adapt learning materials to each learner’s level, needs, and goals. Lingvist covers various languages such as English, Spanish, French, German, Russian, Portuguese, Dutch, Italian, and Estonian.

• Founder(s): Mait Müntel
• Headquarters: Tallinn. Estonia 

60. NoRedInk

NoRedInk is a company that created a platform that helps students in grades 4-12 become better writers. The platform uses adaptive learning and personal interests to engage learners and deliver performance data to teachers and administrators. NoRedInk also supports teachers with curriculum, assessments, and professional development.

• Founder(s): Jeff Scheur

61. Teachmint

Teachmint is a company that provides an online teaching platform that enables tutors to conduct live classes and manage their classrooms. The platform combines live classes, real-time chat, homework and note sharing, online tests, announcements, etc. Teachmint also offers solutions for schools and institutes, such as ERP and LMS systems.

• Founder(s): Mihir Gupta, Payoj Jain, Divyansh Bordia, and Anshuman Kumar
• Funding years: 2020
• Headquarters: Bangalore, Karnataka, India

62. OpenClassrooms

OpenClassrooms

OpenClassrooms is a company that provides an online education platform for vocational training, offering courses in IT, technology, entrepreneurship, and digital skills. The platform uses video resources, online reading, real-life projects, and individual mentoring sessions to deliver fully online degrees that are internationally recognized.

• Founder(s): Mathieu Nebra and Pierre Dubuc,
• Headquarters: Paris, France

63. Quizlet

Quizlet is a company that provides tools for studying and learning, such as digital flashcards, matching games, practice electronic assessments, and live quizzes. The platform covers various subjects and levels, from grade school to graduate school and language learners to vocational students.

• Founder(s): Andrew Sutherland
• Funding years: 2005

Chegg is a company that operates a student-first connected learning platform that provides various products and services to help students achieve their academic and professional goals. The platform offers homework help, digital and physical textbook rentals, online tutoring, test prep, scholarships, internships, and career services.

• Founder(s): Aayush Phumbhra, Josh Carlson, and Osman Rashid
• Headquarters: Santa Clara, California
• Funding: Post-IPO Equity

65. 3P Learning

3P Learning

3P Learning is a company that provides online education for schools and families. It offers a suite of learning resources that cover mathematics, spelling, literacy, science, and e-safety. The company aims to inspire a love of learning by providing engaging, meaningful, and personal learning experiences.

• Founder(s): Shane Hill and Matthew Sandblom
• Headquarters: North Sydney, Australia

66. ChatterHigh

ChatterHigh

ChatterHigh is a company that provides an online education platform that helps students in grades K-12 discover and learn about various post-secondary and career options. The platform uses quizzes, competitions, and discussion forums to engage students and provide them with relevant information and resources.

• Founder(s): Lee Taal and Glen Hallam
• Headquarters: Victoria, Canada

67. Eruditus

Eruditus is a company that provides executive education programs intended for mid-career professionals. The company collaborates with more than 50 top-tier universities across the world, such as MIT, Harvard, Columbia, INSEAD, and Wharton, to design and deliver high-quality courses in various formats, such as online, blended, and modular.

• Founder(s): Chaitanya Kalipatnapu and Ashwin Damera
• Headquarters: Mumbai, India

Collaborations and Partnerships Between Omdena and Leading Impact Organizations

Omdena AI projects play a vital role in supporting the objectives of SDG 4 by addressing various challenges in education, expanding access to quality learning, promoting personalized instruction, supporting educators, and facilitating data-driven decision-making. Through these collaborative efforts, Omdena strives to create positive and sustainable impacts in the field of education.

Below are some examples of successful collaborations:

1. Bringing Data Science Education to Secondary Schools in India for Zero Cost (with Datacamp)

Omdena, in collaboration with DataCamp Donates, aims to bring zero-cost data science education to secondary schools in India. This project seeks to provide students and teachers access to industry-recognized data skills that can help solve various business and technical problems. The team successfully created a database of over 35,000 Indian secondary schools’ names, email addresses, domains, and other details despite challenges such as inadequate resources and inconsistent data.

With this accomplishment, access to DataCamp classrooms service can be granted to higher secondary schools in India. This initiative contributes to worldwide technological growth through quality education (SDG 4) and sets the stage for expanding DataCamp Classrooms services into other countries.

The project page can be found here .

2. Digitizing Bhutanese Documents and Books using Machine Translation (with the Royal Government of Bhutan)

DHI InnoTech

Omdena collaborated with the Innotech Department of the Royal Government of Bhutan to develop a machine translation model capable of automatically translating documents written in Bhutan’s local language into English. This model allowed these documents to be stored as digital copies in the cloud, making them more accessible and preserving their cultural heritage.

Access the project page here .

3. Building an AI-based Personalized Language Learning Model For Bilingual Children ( with Poikilingo)

In partnership with Poikilingo an educational organization, Omdena brought together a team of 50 AI engineers who analyzed data from bilingual children’s learning applications. Together, they built a recommendation system that adapts to each child’s level as they progress within the app, offering a more personalized learning experience.

More information about this project can be found here .

These examples showcase the power of collaboration between Omdena and various organizations in leveraging AI technologies to address challenges related to SDG 4 – Quality Education. By working together, these partnerships have created new possibilities for enhancing educational opportunities and resources on a global scale.

SDG 4 Quality Education is an ambitious global goal that aims at creating a more equitable world where everyone has access to quality learning opportunities. As we’ve seen, numerous organizations are leading the charge toward achieving this goal by addressing various challenges and working tirelessly to ensure that education becomes a universal right.

These educational pioneers serve as an inspiration for all of us to support and promote SDG 4 Quality Education in our own communities – whether through policy advocacy, volunteer work, or simply spreading awareness about the importance of education. By doing so, we will not only contribute to the betterment of our societies but also help create a more sustainable and prosperous future for generations to come.

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Education in the us.

UN Sustainable Development Goal (SDG) 4, Quality Education, aims to ensure inclusive and equitable quality education while promoting lifelong learning for all by 2030 . This includes providing safe and inclusive learning environments and equitable access to education at all levels, including pre-primary and technical and vocational programs. This means addressing the cost of college and student loan debt, access to early childhood development programs, rising student-teacher ratios in K-12 education, and in the wake of COVID-19, securing access to remote learning resources.

In the US, the 2015-16 school year was the first in which the majority of public school children were minorities, yet 79.3% of teachers are white. Additionally, the vast majority of teachers are women (76.5%) . Being able to attract and retain teachers plays a huge role in the country’s increasing student teacher ratios as well as the lack of diversity in school staff. 14% of new teachers resign by the end of their first year, 33% leave within their first 3 years, and almost 50% leave by their 5th year.

Participation in and access to education in the US is tied closely to economic factors, with impacts throughout a person’s entire academic life. For example, 6.1% of children ages 3-18 lived in a household with no internet, limiting their ability to access resources like remote learning, a challenge that has become even more significant since the Covid-19 pandemic. The past 10 years have also seen a significant decline in college attendance, with the rising costs of tuition and the burdens associated with student loan debt creating a huge barrier for many people.

Use the tool below to view education-related indicators nationally or by state, as well as an overview of the more than 74,500 nonprofits organizations that work on addressing related issues in the US. You can also discover 399 products and services in our Tech for Good Directory related to student loan debt, K-12 and higher education, remote learning and other key areas of education.

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* Percentage of high school dropouts among persons 16 to 24 years old. People who have received equivalency credentials, such as the GED, are counted as high school completers. Includes both noninstitutionalized persons (e.g., those living in households, college housing, or military housing located within the United States) and institutionalized persons (e.g., those living in prisons, nursing facilities, or other healthcare facilities).

Interactive Tool Sources:

• Students-Teacher ratio and Student Dropout rates: US Department of Education, National Center for Education Statistics, Common Core of Data (CCD). 2019 and 2020 projections are from GC Insights Data Sciences Team
• Student Debt: EducationData.org
• Student Population and US Demographic Data: GC Insights Analysis of US Census Bureau
• Nonprofit-related data: GC Insights analysis of over 600,000 forms 990 filed with the Internal Revenue Service -IRS 2018-2020

Other Sources:

• Annie E. Casey Foundation – Education Indicators
• Do Something – 11 FACTS ABOUT EDUCATION IN AMERICA
• Educationdata.org – College Enrollment
• Educationdata.org – Student Loan Debt
• The Atlantic – The Stigma of Choosing Trade School Over College
• Educationdata.org – Education Spending
• Federal Reserve – Student Loan Debt
• National Center for Education Statistics
• Education Week: Education Statistics – Education Statistics: Facts About American Schools
• SDG Tracker – SDG 4
• Global Goals – SDG 4

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Quality education for minorities (qem) network celebrates over 30 years of internship program., s-stem-research hub award from the national science foundation to empower robust and innovative research pathways for low-income students at hbcus to enter successful careers in stem, current projects, (bio) a proposal to provide technical assistance to increase the research competitiveness of msis, community colleges, and urm faculty to bio-wide programs, wehbseeu tv, robert noyce teacher scholarship (noyce) program.

Transdisciplinary Convergence to Accelerate Strategies to Mitigate Institutional Racism in Criminal Justice, Education, and Health Systems

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Download a PDF of the National Standards for Quality Online Programs

Introduction

Standard a: mission statement, standard b: governance, standard c: leadership, standard d: planning, standard e: organizational staff, standard f: financial and material resources, standard g: equity and access, standard h: integrity and accountability, standard i: curriculum and course design, standard j: instruction, standard k: assessment and learner performance, standard l: faculty and staff support, standard m: learner and parent/guardian support, standard n: program evaluation.

The National Standards for Quality Online Programs provide a framework for schools, districts, state agencies, statewide online programs and other interested educational organizations to improve online and blended learning programs. The standards are intended to provide guidance while providing maximum flexibility for the users.

The National Standards for Quality Online Programs are broken into the following 14 standard categories:

Each standard is accompanied by a set of indicators. The standards team of contributors has expanded the guidance provided in previous versions of the standards by including explanations and examples. The explanations and examples will be particularly helpful for districts adopting the standards and indicators to fit their unique needs. Moreover, they will allow for a variety of program types, in addition to full-time virtual schools, to apply the standards to blended, competency-based, or other learning strategies being employed. By including explanations and examples, the standards revision teams have been mindful to balance the need for a usable set of benchmarks for quality online learning practices with the need for flexibility to accommodate the wide range of program types and available resources.

The National Standards for Quality Online Programs are identified on the following pages.

A mission statement of a quality program clearly conveys its purpose and goals. It serves as the basis for the program’s day-to-day operations, as well as a guide for its strategic plans for the future. Communication between— and buy-in from—stakeholders is a critical component of a mission statement.

A1 The mission statement gives the purpose of the program or organization, is clear and concise in articulating who the program or organization is, what it does, and whom it serves.

A2 the mission statement indicates that learning is the focus of the program or organization., a3 the mission statement demonstrates a commitment to measurable quality and accountability to stakeholders., a4 the mission statement is made available to the public..

A5 The mission statement is reviewed periodically by program leadership.

A5 The mission statement is reviewed periodically by program or organizational leadership.

A quality program will have a clear governance structure with transparent roles and responsibilities designed to ensure long-term success and sustainability.

B1 Governance members are knowledgeable about K-12 online learning.

B2 governance members ensure the program or organization is adequately resourced through securing and/or approving resource allocations in a manner that aligns with the mission, vision, and strategic goals of the program or organization., b3 programmatic or organizational bylaws clearly define the unique roles of the governance and leadership teams. each of these groups works within the established guidelines., b4 governance members collaborate with the leadership team who implements the policies and procedures that are in compliance with state educational statutes and/or regional accrediting agencies., b5 the program bylaws articulate the organization to which it belongs, the roles and responsibilities of its board and leadership, and comply with all state and federal regulations..

The leadership of a quality online program is accountable to the program’s governance body and is responsible for setting and meeting the operational and strategic goals in support of the program’s mission and vision statements.

C1 The leadership team establishes annual program or organizational goals, implements action plans designed to meet or exceed goals, and monitors and communicates progress on goals to stakeholders.

C2 the leadership team maintains a disciplined knowledge of trends in its educational and business environment in order to inform budget projections., c3 the leadership team provides a productive collaborative environment for learning and work., c4 the leadership team verifies that measures are in place to ensure the quality, integrity, and validity of information..

C5 The leadership team develops and implements program or organizational policies and procedures that are reviewed and updated regularly.

C5 The leadership team develops and implements program policies and procedures that are reviewed and updated regularly.

A quality program engages in regular strategic planning in order to reflect upon and improve organizational effectiveness.

D1 A strategic plan is developed and updated regularly to address long-term actions.

D2 The strategic plan addresses the requirements for resources that effectively and efficiently serve their learners and faculty, including curriculum, technology, academic support, professional development, and fiscal viability.

D3 Organizational goals are aligned to the approved strategic plan and updated annually.

D4 organizational goals are shared and supported throughout the organization..

D2 The strategic plan addresses the requirements for resources that effectively and efficiently serve learners and faculty, including curriculum, technology, academic support, professional development, and fiscal viability.

A quality online program has appropriate levels of qualified, well-trained, and supported staff who have the resources needed to achieve personal and organizational goals.

E1 Sufficient qualified professional, administrative, and support staff are provided to achieve the organization’s mission and annual goals.

E2 sufficient organizational staff are provided to oversee the instructional learning environment., e3 ongoing training and support are provided to the staff to carry out the mission, vision, and goals of the program., e4 clearly defined individual and team roles and responsibilities are evident to help create a collegial team that provides effective delivery of quality education., e5 evaluations of staff and faculty occur on a regularly scheduled basis..

A quality online program plans for and expends financial and material resources using sound business practices to accomplish the organization’s mission and vision.

F1 Resources are managed in a responsible manner according to local, state, and/or federal budget regulations and accounting principles.

F2 resources are adequate and allocated to help ensure sustainability over time, according to the organization’s strategic plan, mission, and vision..

A quality online program’s policies and practices support students’ ability to access the program. Accommodations are available to meet a variety of student needs.

G1 Policies clearly state learner eligibility requirements for the program and are communicated to stakeholders.

G2 program faculty and staff work with students and families to personalize programs and adhere to accommodations as dictated by local policies and laws., g3 all learners are ensured equitable access to the program..

In a quality online program, leadership is transparent in its management of the program, providing regular and timely information on progress towards attainment of goals, alignment with policies and standards, and achievement of student learning outcomes to all stakeholders.

H1 Accurate information is disclosed to prospective and current stakeholders.

H2 the program meets or exceeds industry standards related to course rigor and diploma-completion requirements..

A quality online program will adopt and implement instructional design methods that enable effective online instruction for both institutionally developed courses as well as licensed content from other sources.

I1 The program has clearly stated educational goals.

I2 the program clearly organizes course offerings in a way that stakeholders can easily navigate., i3 courses included in the program integrate quality instructional materials to enable and enrich student learning., i4 courses offered through the program utilize regularly evaluated technology that supports the learning goals and enhances the learning experience., i5 courses included in the program contain content that aligns with appropriate learning standards and includes provisions for both intervention and accelerated learning opportunities., i6 courses included in the program provide opportunities for interaction that support active learning., i7 courses included in the program provide a variety of activities that include options for in-depth learning through authentic problem-solving and experience., i8 courses offered through the program meet content copyright law and fair use guidelines., i9 courses offered through the program are designed using research-based design principles, such as universal design for learning (udl), that improve access to learning for all participants., i10 courses offered through the program include opportunities for both asynchronous and synchronous learning..

A quality online program takes a comprehensive and integrated approach to ensuring excellent teaching for its students.

J1 The program adopts clear expectations for curriculum design and teaching practices that align with its stated vision, mission, principles, or values.

J2 instruction is guided by evidence-based practices., j3 teachers incorporate a process of continual self-assessment, using learning analytics to inform changes in pedagogy and instructional practices., j4 instruction is inherently inclusive for all learners., j5 the program implements strategies to ensure the academic integrity of course assignments and assessments in order to increase student accountability..

A quality online learning program values positive learner outcomes and takes a comprehensive, integrated approach to measuring and monitoring progress toward defined learning objectives.

K1 The program uses multiple methods to assess the degree to which stated learning goals are met.

K2 formative assessments are included that provide data for targeted remediation or intervention when needed., k3 assessments are aligned to learning objectives., k4 the program provides standards for timely, effective feedback as an integral role of assessment..

A quality online program supports faculty and staff by providing mentoring, technical assistance, and timely professional development.

L1 The program provides and encourages participation in induction and mentoring programs.

L2 teachers are provided regular feedback regarding their performance and student achievement/progress., l3 the program provides a wide variety of professional development opportunities to faculty and staff, which are aligned to the national standards for quality online teaching., l4 the program provides professional development opportunities to guidance staff focused on student needs unique to online learning and the network of services available to support online learning., l5 the program provides teachers and staff with timely and effective technical support..

A quality online program provides learner and parent/guardian support services to address the various needs of learners at different levels within the organization. The levels of support are appropriate and adequate for learner success.

M1 Learners are provided with an orientation to online learning technologies and successful online learning practices.

M2 the program provides academic services and academic advising to address learners’ academic and developmental needs., m3 the program provides accessibility support services that comply with special education policies and procedures., m4 the program provides access to the learning management system(s), as well as all appropriate learning and assessment content., m5 the program establishes standards for teacher communications with learners and parents/guardians., m6 the program establishes standards for timely, effective technical support for learners., m7 the program has guidance services and academic advising to support learners and parents/guardians to ensure the success of the online program from the decision-making process through the renewal process or graduation for all educational goals to be met..

A quality online program recognizes the value of program evaluation. Program evaluation is both internal and external and informs all processes that affect teaching and learning. Internal evaluations often are more informal in nature and may provide immediate feedback on a targeted area of inquiry. External program evaluations typically look at the entire program from an objective perspective that will bring additional credibility to the results.

N1 Ongoing internal evaluations are conducted to regularly collect and analyze data based on national, state, and/or program metrics.

N2 ongoing internal evaluations are conducted using valid and reliable measures to evaluate learner success and to drive instructional and management decision-making., n3 ongoing internal evaluations are conducted to determine program success and plan for continuous improvement by measuring learner achievement and satisfaction based on valid and reliable assessment techniques., n4 regular internal evaluation of state or national standardized test results designed to measure achievement of all learners are conducted to inform the program’s impact on student outcomes., n5 faculty are evaluated on an ongoing basis to assure instructional quality, using clear, consistent policies, measures, and procedures., n6 a process for reviewing and evaluating courses is implemented to ensure quality, consistency with the curriculum, currency, and advancement of student learning outcomes., n7 periodic external evaluations are conducted by highly qualified parties with a demonstrated ability to deliver an objective and comprehensive evaluation of internal evaluation processes and results., n8 periodic external evaluations are conducted by highly qualified parties with a demonstrated ability to deliver an objective and comprehensive evaluation of progress towards the program’s goals, mission, and strategic plan., n9 findings from external evaluations conducted by highly qualified parties with a demonstrated ability to deliver objective and comprehensive evaluations supported by current research are used to develop and implement an improvement plan., n10 evaluation results are communicated to program stakeholders..

Overview of Changes to the National Standards for Quality Online Programs:

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Indiana's Tax Credit Scholarship program was created In 2009 as a way to give families who meet income guidelines an opportunity to send their child to a participating private school. Through the generosity of Hoosiers, private donations are given as scholarships so students may attend a private school that may not have been an option to them otherwise.

The Institute for Quality Education is the largest of six state-approved scholarship granting organizations (SGOs) in Indiana. Since the beginning of this program, SGOs have awarded over $45 million dollars in scholarships to more than 35,000 Hoosier students in partnership with more than 300 private schools statewide.

AROQA and QAHE Forge Strategic Alliance

In a landmark move to elevate educational standards worldwide, the Arab Organization for Quality Assurance in Education (AROQA) and the International Association for Quality Assurance in Pre-Tertiary & Higher Education (QAHE) have announced a strategic partnership that will pave the way for collaborative initiatives and shared best practices.

The Independent Institute of Accreditation, Rating and Certification is a prestigious partner of QAHE

The VII Central Asian International Forum on Quality Assurance of Education "Sustainable Future of Education - Quality and Competitiveness: Historical Perspective, Realities and Priorities" was held in G. Astana (Republic of Kazakhstan). The organizers of this forum are the Independent Agency for Accreditation and Rating (IAAR). The IAAR Forum aims to discuss relevant issues of developing internal and external quality education systems, expanding partnerships with international education organizations, promoting a culture of quality and constructive interaction between the academic community and the international labor market.

Ken Institute of Executive Learning receives QAHE Accreditation

Ken Institute of Executive Learning has received full accreditation from the International Association for Quality Assurance in Pre-Tertiary & Higher Education (QAHE). Ken Institute is accredited by the British Accreditation Council, UK.

QAHE Accredited Al-Zaytoonah International University, Syria

Al-Zaytoonah International University in Syria was established in the city of Azaz in the northwestern region of Syria with the aim of benefiting from the advancements of communications and Internet technology to spread university and higher education in the conditions of war and conflict that Syria has been experiencing for 12 years.

We are very delighted to announce that we have reached an MOU with Independent accreditation agency “Elbaasy”, Kyrgyz Republic.

It was founded by Babakulov Manasbek and Sopuev Adakhimzhan, citizens of the Kyrgyz Republic, as a private, non-profit organization, and also accredited by Central and Eastern European Network of Quality Assurance Agencies in Higher Education (CEENQA).

ATBC International College – QAHE Accredited

ATBC Training School is a training school that teaches and shares the necessary knowledge & skills for everyone who wants to be an entrepreneur throughout the country.

Alam Alsahara Indonesia is fully accredited by QAHE

Alam Alsahara Indonesia is now fully accredited by QAHE. Alam Alsahara Indonesia is an international training provider that started in 2018 with the head office in Saudi Arabia and branch offices in various countries such as Indonesia, Malaysia, Bahrain, Egypt, Libya, Sudan, North America, and Romania.

QAHE Accreditation Awarded to OUS Switzerland® Royal Academy of Economics and Technology

The institution is the winner of the "MENAA Customer Delight Award" bestowed by Zurich University of Applied Sciences (ZHAW Switzerland) and the Institute of Leadership & Management (ILM)

Arab International Academy has been accredited by QAHE

The Arab International Academy is the first Arab platform concerned with distance education, especially higher or university education. More than 50,000 students of different nationalities have benefited from the free courses offered by the platform, and more than 160 partial study grants have been provided. The Academy platform seeks to provide contemporary educational services that keep pace with development in the field of education in general. The Academy is officially registered in the United States of America under No. 7775147 and in Lebanon under No. 5007053.

Toutele Agriculture College South Africa (TACSA) has been awarded QAHE accreditation

The institution has demonstrated a strong dedication to fostering the creation of small enterprises, employment opportunities, and improving productivity among SMEs, cooperatives, and NGOs. TACSA's efforts in supporting national development imperatives, such as black economic empowerment and skills development initiatives, are commendable.

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Welcome to the QAHE website, your trusted resource for private university accreditation. If you aspire to start a university or school and seek international recognition, you've come to the right place. QAHE specializes in accrediting private universities, providing a stamp of approval that elevates educational institutions to the highest levels of quality and excellence. Our accreditation process ensures that your university or school meets rigorous standards, positioning you for success in today's competitive educational landscape. Let QAHE be your partner in launching your educational institution and helping you achieve the international accreditation you deserve.

As an ISO 17011:2017 certified independent and non-governmental accrediting agency. With over 200 institutions already accredited, QAHE is committed to driving the global standard of higher education. By partnering with more than 30 strategic allies worldwide, we offer a unique opportunity to not only enhance your institution's credibility and reputation but also to gain access to a global network of like-minded institutions. QAHE has also signed MOUs with two nationally recognized accrediting agencies in the Kyrgyz Republic - the Independent Accreditation and Rating Council (IARC) and the Accreditation Agency of the Kyrgyz Republic (AAKR) for Dual Accreditation Arrangement.

We are inviting formal nominations and self-nominatins for the distinguished award of Honorary Fellowships, Honorary Doctorates, and Distinguished Professorships. In addition to accepting nominations, QAHE would also favorably consider direct applications and self-nominations for these prestigious academic recognitions. Furthermore, QAHE proudly cooperates and collaborates with prestigious partner institutions, such as Kennedy University and American University of Business and Social Sciences, to jointly award a variety of esteemed academic titles, including Honorary Professorships, Distinguished Professorships, and Honorary Doctorate Degrees.

The International Association for Quality Assurance in Pre-Tertiary & Higher Education (QAHE) can assist you in achieving your institutional goals through our partnership with AQS (UK) to provide ISO certification. At QAHE, we are steadfastly committed to promoting and upholding the highest standards of quality in education globally. By obtaining the AQS ISO certification through QAHE, your institution will not only showcase its dedication to quality, but also gain a competitive advantage in the education market. The certification serves as a trusted and reliable seal of approval, instilling confidence in prospective students, parents, employers, and other key stakeholders.

Ensuring Quality Education through Accrediting Agencies

In Higher Education, ensuring quality and credibility is paramount. Accrediting agencies play a crucial role in evaluating and validating the standards of educational institutions and programs. These agencies are guardians of academic excellence, ensuring educational offerings meet the necessary benchmarks.

What are Accrediting Agencies?

Accrediting agencies are independent organisations responsible for evaluating and assessing educational institutions and their programs. Their primary objective is to ensure that the institutions maintain high-quality standards, thus safeguarding the interests of students and stakeholders. These agencies work diligently to foster transparency, integrity, and accountability within the education system.

Importance of Accreditation

Higher Education accrediting agencies hold immense importance for several reasons. Firstly, they objectively evaluate an institution's overall performance, including the quality of faculty, curriculum, infrastructure, and student services. This evaluation helps potential students and parents make informed decisions about their educational pursuits.

Maintaining Academic Excellence

Accrediting agencies encourage continuous improvement within educational institutions. By conducting periodic reviews and assessments, they incentivise colleges and universities to enhance their offerings continually. This self-assessment and improvement process ensures that the quality of education remains current and relevant, catering to the needs of a rapidly evolving job market.

Accrediting agencies play an indispensable role in maintaining the integrity and standard of Higher Education. Their objective evaluations help institutions strive for continuous improvement, leading to better student learning outcomes. By adhering to the guidelines set forth by these agencies, educational institutions contribute to a well-rounded and competent workforce, positively impacting society as a whole.

QAHE Accredited Institutions

The International Association for Quality Assurance in Pre-Tertiary and Higher Education

The International Association for Quality Assurance in Pre-Tertiary and Higher Education (QAHE) is a leading accrediting agency that provides higher education accreditation and training accrediting services. As an education accreditation organization, QAHE is committed to ensuring the quality and integrity of educational institutions around the world through its rigorous accreditation standards and review processes. With a focus on promoting excellence in education, QAHE provides accreditation to institutions that meet its high standards for academic programs, faculty and staff qualifications, student support services, facilities, and resources. As a trusted accrediting agency, QAHE plays a vital role in helping institutions to demonstrate their commitment to quality and in promoting global standards for education. To learn more about QAHE and its accreditation services, please visit its website at www.qahe.org.uk.

Victorious Christian Bible University Dr. Daniel Prince

Prof. Dr. Mohammad Soleh Ridwan President of UIPM Indonesia United Nations ECOSOC Main Representative, Number: 454657

Prof.Dr.Zshah PhD Professional Development Research Institute & Consultancy Services Pakistan TRACCERT Canada, UNIP Nicaragua Central America Azteca University Mexico

Prof. Dr. Nguyen Mai Chinh Chairwoman of GBI International Education and Training Group JSC.

Prof. Dr. Nguyen The Vinh QAHE Director of Southeast Asia and Vietnam

M A Dona Imesha Director, Ceylon Campus - Sri Lanka

Prof. Dr. M. Amr Sadik Adjunct Professor & Lecturer HR Management & Strategy, IPE Management School-Paris Chairman & CEO (Quodrat-Egypt)

Commissioner George Mentz JD MBA CWM CEO GAFM

AMB Prof Marcel Ezenwoye Ksji President CIEPUK Africa

Prof. Emmanuel Edward Jumbo CEO, Chartered Institute of Industrial Administrators and Arbitrators

Prof. Nataliya Grishchuk, PhD Vice President, Southgate University

Adéléké Oguniyi, MERL Expert, Founder at ar-mel

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15 Free and Cheap Universities in Moscow for International Students

In Moscow, there are a lot of affordable universities that you can find. Enrolling in these schools will help you fulfill your dream of studying in Russia without paying a lot. These institutions also provide well-rounded academic programs and curriculums, allowing students to earn a degree with less burden on their pockets.

Now, if you’re planning to study in Moscow , you’ll have a lot of school options, as they are home to 59 universities . But if you’re looking for cheap universities in Moscow, make sure to read more!

Cheap Bachelor's Colleges and Universities in Moscow for International Students

Here is the list of affordable institutions in Moscow ordered by their tuition fee for international bachelor's students.

* Average Bachelor’s International Tuition is 221,200 RUB for universities in Moscow.

1. Moscow Polytechnic University

• International Bachelor's Tuition: 0 RUB to 290,200 RUB
• Domestic Bachelor's Tuition: 0 RUB to 290,200 RUB
• Moscow Polytechnic University Admissions Pages
• Moscow Polytechnic University Tuition Pages

Established in 1865, Moscow Polytechnic University, or Moscow Poly, is one of Russia’s educational institutions that provide technology-related programs. Currently, they deliver education to more than 16,000 local and international students. As they provide top-quality education and research in various fields, they also have various activities on campus to foster diversity.

2. Moscow International University

• International Bachelor's Tuition: 31,200 RUB to 264,000 RUB
• Domestic Bachelor's Tuition: 31,200 RUB to 264,000 RUB
• Moscow International University Admissions Pages
• Moscow International University Tuition Pages

Moscow International University ensures that students are being taught with a combination of theory and practice. It allows students to experience modern practical approaches that give them the opportunity to be creative in their respective fields and to achieve the ultimate foundation that reflects on their professionalism. The university follows global standards and deeply connects with international organizations.

3. Moscow Region State University

• International Bachelor's Tuition: 73,500 RUB to 340,000 RUB
• Domestic Bachelor's Tuition: 73,500 RUB to 340,000 RUB
• Moscow Region State University Admissions Pages
• Moscow Region State University Tuition Pages

The Moscow Region State University was established in 1931 in the region of Moscow, which is the official capital city of Russia. This university is very famous in the region because of its affordable prices that are established for every level of study. Some of the best directions a student can choose at this university are mathematical education, physics education, and professional education. Another attraction point for this university is the fact that they introduce innovative programs and concepts from which students can take advantage and become experts in their chosen fields.

4. Moscow City Teachers’ Training University

• International Bachelor's Tuition: 107,150 RUB to 164,350 RUB
• Domestic Bachelor's Tuition: 107,150 RUB to 164,350 RUB
• Moscow City Teachers’ Training University Admissions Pages
• Moscow City Teachers’ Training University Tuition Pages

Moscow City Teachers’ Training University is a public university in Moscow, Russia. The Ministry of Education established it in 1995 as a pedagogical university, with only 1300 students in its first year. The university currently has over 18,000 students and offers degree programs in the humanities, natural sciences, sports technology, law, business, and language studies.

5. Russian State Social University

• International Bachelor's Tuition: 142,800 RUB to 301,563 RUB
• Domestic Bachelor's Tuition: 142,800 RUB to 301,563 RUB
• Russian State Social University Admissions Pages
• Russian State Social University Tuition Pages

The Russian State Social University is a distinguished university in the country of Russia because it provides all levels of study to both domestic and international students with the opportunity to gain various financial aid through university or state-funded scholarships. This university is located in Moscow and was founded in 1991, but it is making its way slowly toward the ranking of the best universities in Russia.

6. Moscow Information Technology University – Moscow Institute of Architecture and Civil Engineering

• International Bachelor's Tuition: 164,000 RUB to 187,000 RUB
• Domestic Bachelor's Tuition: 164,000 RUB to 187,000 RUB
• Moscow Information Technology University – Moscow Institute of Architecture and Civil Engineering Admissions Pages
• Moscow Information Technology University – Moscow Institute of Architecture and Civil Engineering Tuition Pages

Moscow Information Technology University – Moscow Institute of Architecture and Civil Engineering, or MITU-MASI, is a university that allows extramural, full-time, and part-time learning modes for students. All students may apply for Preparatory courses, Bachelor’s degrees, and Master’s degrees. Preparatory and special courses can also be undertaken by these students. The university promises quality education, multiple extracurricular opportunities, and strong international connections.

7. Moscow State Pedagogical University

• International Bachelor's Tuition: 170,000 RUB to 400,000 RUB
• Domestic Bachelor's Tuition: 170,000 RUB to 400,000 RUB
• Moscow State Pedagogical University Admissions Pages
• Moscow State Pedagogical University Tuition Pages

Moscow State Pedagogical University is a Russian higher education institute that offers Bachelor’s, Master’s, and Doctoral programs. It was established as the Women’s Courses of Higher Education in 1872 and underwent a transformative journey to what it is now. The university is well-recognized with International Partners across the globe, such as the University College of Teacher Education Vienna in Austria, the University of Pardubice in the Czech Republic, and the CY Cergy Paris University in France. Accessibility is a forefront advocacy with dedicated institutes for it, such as the Center for Student Disability Services and Psychological Assistance Center.

8. Russian New University

• International Bachelor's Tuition: 178,800 RUB
• Domestic Bachelor's Tuition: 178,800 RUB
• Russian New University Admissions Pages
• Russian New University Tuition Pages

Russian New University has branches in over 21 cities in the country, offering adequate educational opportunities for students regardless of their gender and race. The university is proud of its diverse learning environment, which is composed of various institutes, research facilities, and training laboratories. It follows a teaching method that enhances not just the theoretical foundation of students but also their critical and practical skills.

9. N.R.U. Moscow Power Engineering Institute

• International Bachelor's Tuition: 179,292 RUB to 344,358 RUB
• N.R.U. Moscow Power Engineering Institute Admissions Pages
• N.R.U. Moscow Power Engineering Institute Tuition Pages

N.R.U. Moscow Power Engineering Institute is a public technical university in Moscow with a prominent reputation for producing outstanding scientists and engineers for more than 90. It is also one of the most sought-after universities for aspiring engineers from around the world. The university also has numerous cooperation agreements with foreign universities and companies for its students and faculty to participate in different international programs and activities. 

10. Moscow University for the Humanities

• International Bachelor's Tuition: 202,000 RUB to 258,000 RUB
• Domestic Bachelor's Tuition: 202,000 RUB to 258,000 RUB
• Moscow University for the Humanities Tuition Pages

The Moscow University for the Humanities is a private university in Moscow, Russia. It was founded in 1944 as the Central Komsomol School, but it was only in 2003 that it was designated as a university. As one of the country’s leading classical universities, the university provides affordable tuition, a cultural center for performing arts, and a sports center for a variety of sports activities.

11. National University of Science and Technology MISIS

• International Bachelor's Tuition: 209,500 RUB to 251,000 RUB
• Domestic Bachelor's Tuition: 209,500 RUB to 251,000 RUB
• National University of Science and Technology MISIS Admissions Pages
• National University of Science and Technology MISIS Tuition Pages

The National University of Science and Technology MISIS started as a mining academy and then became a steel institute. Over time, it expanded its course offer and modernized its facilities, but it’s still widely known for its programs in metallurgy and mining. Nowadays, the university has six campuses, 8 academic colleges, and multiple research institutes. They also have cutting-edge specialized laboratories in fields such as nanomaterials, cryoelectronic systems, biophysics, casting technologies, and much more!

12. Moscow Automobile and Road Construction State Technical University

• International Bachelor's Tuition: 213,900 RUB
• Domestic Bachelor's Tuition: 213,900 RUB
• Moscow Automobile and Road Construction State Technical University Admissions Pages
• Moscow Automobile and Road Construction State Technical University Tuition Pages

Established in 1930, Moscow Automobile and Road Construction State Technical University (MADI) is a specialized institute that leads in providing study programs in transportation, road and airport construction, traffic safety management, logistics and transport, and economics. It offers advanced and innovative educational courses at the undergraduate, master’s, doctoral, and postgraduate levels. Graduates of the school are guaranteed to acquire fundamental knowledge and skills deemed necessary for their future careers.

13. Russian State Geological Prospecting University

• International Bachelor's Tuition: 222,800 RUB to 290,260 RUB
• Domestic Bachelor's Tuition: 222,800 RUB to 290,260 RUB
• Russian State Geological Prospecting University Admissions Pages
• Russian State Geological Prospecting University Tuition Pages

One of the oldest universities in Russia, Russian State Geological Prospecting University was founded in 1918 as Sergo Ordzhonikidze Russian State University for Geological Prospecting. It was first made for Russian students only and was opened to students from abroad in 1931. All students may study programs at Bachelor, Master, or Doctoral levels. Six faculties exist in the university, covering multiple disciplines of study. All students are provided accessible services, but foreign students are advised to get a health insurance plan.

14. RUDN University

• International Bachelor's Tuition: 235,710 RUB to 370,220 RUB
• Domestic Bachelor's Tuition: 236,500 RUB to 342,199 RUB
• RUDN University Admissions Pages
• RUDN University Tuition Pages

RUDN University is one of the best universities in the capital city of Russia and is known as The People’s Friendship University of Russia. This higher education institution is mostly known for the high number of international students attracted to this university’s high ranking. The university is ranked among the world’s top 500 universities, which speaks volumes about the level of study this university provides.

15. Russian State University of Physical Culture, Sport and Tourism

• International Bachelor's Tuition: 243,500 RUB to 317,200 RUB
• Russian State University of Physical Culture, Sport and Tourism Admissions Pages
• Russian State University of Physical Culture, Sport and Tourism Tuition Pages

Russian State University of Physical Culture, Sport, and Tourism is a leading sports university in Russia. It was established in 1918 and is known for producing over 200 outstanding athletes that have made their marks in prestigious international competitions such as the Olympics. The academic and research programs at the university are conducted by highly qualified and reputable coaches, experts, and scientists to further enhance athlete training and prepare future sports champions and professionals. 

Cheap Master's Colleges and Universities in Moscow for International Students

Here is the list of affordable institutions in Moscow ordered by their tuition fee for international master's students.

* Average Master’s International Tuition is 260,300 RUB for universities in moscow.

• International Master's Tuition: 0 RUB to 269,000 RUB
• Domestic Master's Tuition: 0 RUB to 269,000 RUB

If you're looking to save the most on your graduate studies abroad, Moscow Polytechnic University should be at the top of your list. International students here pay only 0 RUB to 269,000 RUB annually for their master's degree.

2. I.M. Sechenov First Moscow State Medical University

• International Master's Tuition: 21,800 RUB to 318,000 RUB
• Domestic Master's Tuition: 21,800 RUB to 318,000 RUB
• I.M. Sechenov First Moscow State Medical University Admissions Pages
• I.M. Sechenov First Moscow State Medical University Tuition Pages

I.M. Sechenov First Moscow State Medical University or usually referred to as Sechenov University was founded in 1758, making it the oldest medical school in Russia. It was initially the medical faculty of the Imperial Moscow University and eventually became independent in 1930. At present, the university has more than 18,000 total enrollment and offers undergraduate to Ph.D. programs in Medicine, Sciences, and Professional Education.

3. Moscow International University

• International Master's Tuition: 31,200 RUB to 264,000 RUB
• Domestic Master's Tuition: 31,200 RUB to 264,000 RUB

The tuition fee at Moscow International University for incoming international master’s students is 31,200 RUB to 264,000 RUB. With its cheap rates, you can guarantee you’ll get a quality education without breaking the bank!

4. Moscow Region State University

• International Master's Tuition: 90,000 RUB to 408,000 RUB
• Domestic Master's Tuition: 90,000 RUB to 408,000 RUB

Another affordable university to consider in Moscow is Moscow Region State University.

The tuition fee in Moscow Region State University for master’s program for foreign students starts from 90,000 RUB.

5. Moscow City Teachers’ Training University

• International Master's Tuition: 107,700 RUB to 165,500 RUB
• Domestic Master's Tuition: 107,700 RUB to 165,500 RUB

Aside from its outstanding quality of education, Moscow City Teachers’ Training University has some of the lowest tuition fee prices for foreign students who are planning to take a master's degree here. International master's students only pay as low as 107,700 RUB yearly.

6. Russian State Social University

• International Master's Tuition: 119,000 RUB to 335,938 RUB
• Domestic Master's Tuition: 119,000 RUB to 335,938 RUB

7. Moscow Information Technology University – Moscow Institute of Architecture and Civil Engineering

• International Master's Tuition: 179,000 RUB to 187,000 RUB
• Domestic Master's Tuition: 179,000 RUB to 187,000 RUB
• International Master's Tuition: 193,000 RUB
• Domestic Master's Tuition: 193,000 RUB
• International Master's Tuition: 198,800 RUB to 374,551 RUB
• International Master's Tuition: 218,000 RUB
• Domestic Master's Tuition: 218,000 RUB

11. National Research University Higher School of Economics

• International Master's Tuition: 220,000 RUB to 450,000 RUB
• National Research University Higher School of Economics Admissions Pages
• National Research University Higher School of Economics Tuition Pages

The National Research University Higher School of Economics, or otherwise known as HSE University, is one of the best universities of higher education in the capital city of Russia. This institution has one of the largest campuses in the country that houses approximately 50,000 students and can provide them with all the necessary equipment for them to have the best possible experience.

• International Master's Tuition: 229,400 RUB
• Domestic Master's Tuition: 229,400 RUB

13. National University of Science and Technology MISIS

• International Master's Tuition: 230,000 RUB to 357,600 RUB
• Domestic Master's Tuition: 230,000 RUB to 357,600 RUB

14. Saint Tikhon’s Orthodox University

• International Master's Tuition: 230,490 RUB
• Domestic Master's Tuition: 230,490 RUB
• Saint Tikhon’s Orthodox University Admissions Pages
• Saint Tikhon’s Orthodox University Tuition Pages

Saint Tikhon’s Orthodox University is a private theological university in Moscow, Russia. It was founded in 1991 by Orthodox missionaries who offered evening theology classes, and it received state accreditation as a university in 1992. Degree programs are available in theology, history, education, missionary practice, religious art, and music at the university.

15. Kutafin Moscow State Law University

• International Master's Tuition: 240,000 RUB to 450,000 RUB
• Domestic Master's Tuition: 240,000 RUB to 450,000 RUB
• Kutafin Moscow State Law University Tuition Pages

Kutafin Moscow State Law University is one of the prominent law schools in the country. The university has been the home of more than 150,000 lawyers since its establishment. It has become popular because of its practical-oriented academic training that allows students to have strong theoretical knowledge and sound ethical values.

Frequently Asked Questions

1. how do i get admission to affordable universities in moscow.

Applying to cheap universities in Moscow requires you to complete different requirements depending on your degree and chosen university. These usually include admission forms, language proficiency scores, and a visa. Check out our full guide to studying in Russia for a more comprehensive guide!

2. What can I study at Best affordable universities in Moscow?

International students can study a variety of programs at the undergraduate and graduate levels in Moscow. For example, one of the best affordable schools in Moscow is the Moscow Automobile and Road Construction State Technical University , which offers Environmental Engineering, Staff Management, and Transportation Technologies to students seeking a bachelor’s degree. At the master’s level, the I.M. Sechenov First Moscow State Medical University offers Public Health, Biotechnology, and Biology.

It's important to take a look at all your options when selecting where to attend post-secondary school. With so many different types of schools, degrees, and universities in Moscow, it can be tough to know where to start looking.

So, make sure to explore the best public universities in Moscow as well if you're looking for affordable education!

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Standard B.S.N. Program - Rapid City

About the program.

Get your Bachelor of Science in Nursing (B.S.N.) in the Black Hills of South Dakota by receiving South Dakota State University's (SDSU) high-quality nursing education in Rapid City. The standard B.S.N. program, which we also offer at our Brookings main campus and our Sioux Falls site, is a four-year nursing program.

At the Rapid City site, pre-nursing students apply to the professional nursing major in the fall or spring semester, once all prerequisite courses are completed or in progress. The professional nursing major coursework can be completed in five semesters (or two and one half years). 

Students take coursework and participate in lecture, on-campus labs and clinical rotations in Rapid City and surrounding communities. Classes meet at Black Hills State University (BHSU), Rapid City campus. Simulation skills lab and simulation experiences are held at the Monument Health Sciences building.

Nursing students in Rapid City can take advantage of the West River Health Science Center, a unique partnership between BHSU, SDSU and Monument Health. Through this partnership, students start at BHSU to take their general education and pre-nursing curriculum, earn their Associate of Applied Health Science degree and then seamlessly transition into the nursing major at SDSU. Through this partnership, all the courses needed to earn a B.S.N. can be taken on-site in Rapid City. An added benefit is that students who start with BHSU and earn the required G.P.A. for admission to the nursing major are guaranteed admission to the nursing program.

Our students in Rapid City can also opt to take their prerequisite courses in Brookings and apply to the professional nursing major at our Rapid City site. No matter where students take their prerequisite courses, they apply for admission to SDSU and receive their nursing degree from SDSU.

We also offer a 12-month accelerated program in Rapid City.

Main Information

Before applying to the professional nursing major, please keep in mind that students must:

• Apply for general admission to the university (if you are not already an SDSU student).
• Complete the prerequisite courses, listed on the curriculum plan .
• Meet the technical standards and eligibility requirements.

Please contact an academic advisor before applying or registering for classes to ensure courses are completed in the appropriate sequence.

The application to the standard B.S.N. program in Rapid City is available on the application page , about a month prior to the application deadline. The application deadline for fall admission is Jan. 25. The application deadline for spring admission is Sept. 25. Any changes or updates to these deadlines can be found on the application page . Check out the application checklist for more details about the process.

Tuition Information

Price per credit

» Estimated cost is based on 2024-2025 BOR tuition/fees.

» Additional costs will be incurred throughout the B.S.N. program, including but not limited to textbooks, background checks, AIT bundle, etc.

Financial Aid

SDSU is committed to helping students find the resources available to help pay for college — our Office of Financial Aid is here for you.

Students admitted to the professional nursing major must:

• Purchase a laptop computer that meets our computer requirement (unless you already have one).
• Complete the undergraduate nursing compliance requirements.

Ready to take the next step?

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If you're looking for a close-knit, supportive community, professors with firsthand experience and simulation labs with state-of-the-art technology, schedule a visit. You'll love what you see.

Let's Talk!

Our Nursing Student Services team is ready to help you find a path to meet your nursing goals. Fill out this online form and our staff will get back to you as soon as possible to answer your questions.

Impact of a Multidisciplinary Service Line and Program for Transcatheter Device Closure of the Neonatal Ductus Arteriosus

• Published: 28 August 2024

Cite this article

• R. Allen Ligon   ORCID: orcid.org/0000-0002-1022-3430 1 ,
• Shazia Bhombal 2 ,
• Marissa Adamson 1 ,
• Sarah Hash 3 ,
• Dennis W. Kim 1 ,
• Ashley S. LeFevre 3 ,
• Justin B. Long 4 ,
• Sarah McLaughlin 5 ,
• Marcos Mills 1 ,
• Katie Roddy 4 ,
• Lucas Tucker 3 ,
• Cyrus Samai 1 ,
• Anthony Piazza 2 &
• Shannon E. Hamrick 2  

Outline a quality initiative establishing an institutional service line for neonatal transcatheter device closure of the patent ductus arteriosus (TDC-PDA). A retrospective descriptive observational study surrounds programmatic approach to TDC-PDA in premature neonates with process measure spanning education, implementation, referral, and post-procedural care. Metrics tracked pre- and post-program creation with statistical analyses performed. Neonatal TDC-PDA referrals increased exponentially since program inception ( n  = 13 in year prior; n  = 42 year 1; n  = 74 year 2), especially in patients weighing less than 1.3 kg (12.5%; 55%; 50%), and were associated with an increased procedural success rate (81%; 95%; 99%). Procedural checklist creation decreased procedural “out of isolette” time (median 93 min; 59; 52), and procedural-related complication or clinical sequelae (19%; 12%; 4%). A multidisciplinary service line and program dedicated to neonatal TDC-PDA can result in a significant increase in referrals as well as procedural efficacy and safety for this medically fragile population.

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• Medical Imaging
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Data Availability

No datasets were generated or analysed during the current study.

Abbreviations

Transcatheter device closure

• Patent ductus arteriosus

Sathanandam SK, Gutfinger D, O’Brien L, Forbes TJ, Gillespie MJ, Berman DP et al (2020) Amplatzer piccolo occluder clinical trial for percutaneous closure of the patent ductus arteriosus in patients >/=700 grams. Catheter Cardiovasc Interv 96(6):1266–1276

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Acknowledgements

Dr. Timothy Watson, who without his advocacy and assistance this institutional program would have never been launched.

This research received no specific grant from any funding agency, commercial or not-for-profit sectors.

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RAL and SEG are the creators and generators of the project/manuscript. All authors have reviewed and edited the manuscript, are in agreement with its content. SBK, MA, SH, MM, and SM are major contributors to data collection and analysis. DWK, ASL, JL, KR, LT, CS, and AP are personnel with significant input on protocol generation and drivers of PDSA cycling.

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Ligon is a proctor and education consultant for Abbott Vascular, Inc.; Ligon is also a consultant for B. Braun Interventional Systems, Inc. No other authors have any financial relationships to disclose.

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Ligon, R.A., Bhombal, S., Adamson, M. et al. Impact of a Multidisciplinary Service Line and Program for Transcatheter Device Closure of the Neonatal Ductus Arteriosus. Pediatr Cardiol (2024). https://doi.org/10.1007/s00246-024-03629-z

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Received : 18 May 2024

Accepted : 13 August 2024

Published : 28 August 2024

DOI : https://doi.org/10.1007/s00246-024-03629-z

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