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You're viewing program information for local students.
RMIT considers you a local student if you are:- a citizen or permanent resident of Australia, or
- a New Zealand citizen, or
- a Temporary Protection visa (TPV) holder.
Not a local student?
-
You're viewing program information for international students.
RMIT considers you an international student if you are:- intending to study on a student visa, or
- not a citizen or permanent resident of Australia, or
- not a New Zealand citizen, or
- not a Temporary Protection visa (TPV) holder.
Not an international student?
Educational Leadership and the SDGs in Post-colonial Pakistan
With 22.84 million school aged children not attending school, and a 58% adult literacy rate, Pakistan faces severe challenges to achieving the SDG 4 (ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all). Through the Aga Khan Education Service, Pakistan claims to provide access and quality education to more than 42,000 students, mostly in remote regions in the Nothern Pakistan. In this context, school leaders have a key role in promoting inclusive and quality education as they work at the grassroot level. This research project aims to explore the ways in which school leaders in Aga Khan schools in Chitral district understand their roles in realising the agenda for quality education, and the challenges they face in promoting quality and inclusive education for all.
Project timeline: 2018 - 2022
Key contributors: Mir Zaman Shah, Peter Kelly and Seth Brown
This project addresses the following Sustainable Development Goals and Targets:

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.2 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
4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.5 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
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.7 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
4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
Get in touch
For more information or to discuss partnership and collaboration opportunities, email us at SDGs@rmit.edu.au.
For more information about RMIT’s sustainability commitments and activities visit www.rmit.edu.au/sustainability
