Rights-Based Education Programming: A Complimentary Approach for Addressing Poverty, Education Inequality, and Development in Zimbabwe  

作　　者：Argnue Chitiyo Jonathan Chitiyo Zachary Pietrantoni 

机构地区：[1]Department of Special Education,Ball State University,United States [2]Department of Management and Education,University of Pittsburgh at Bradford,United States [3]School of Education and Human Development,Florida International University,United States

出　　处：《Journal of International Education and Practice》2022年第1期29-39,共11页国际教育与实践（英文）

摘　　要：The United Nations Millennium Development Goals(MDGs)of 2015 sought to eradicate major problems facing the globe.Member states ratifying these goals were tasked to formulate and institute policies aimed at addressing the global economic,political,social,and environmental challenges.Three major goals sought to address fundamental issues on poverty,universal education,and gender equality.The MDGs were succeeded by the Sustainable Development Goals(SDGs)which are targeted to be achieved by 2030.The intersectionality of the development goals and education cannot be underestimated.Education has been identified as a key strategy for addressing poverty,hunger,and gender equality.Although several countries ratified the MDGs,most did not achieve the goals by 2015.A shift in policy is necessary to close the achievement gap and to help the eff orts for achieving the 2030 SDGs.This paper addresses Zimbabwe’s progress towards the SDGs.Progress on key indicators of quality education,poverty,and inequality of opportunities is presented.Finally,the paper suggests a rights-based education programming framework to help accelerate achievement of the SDGs.

关 键 词：Zimbabwe Rights-based education Millennium Development Goals 

分 类 号：O17[理学—数学]