Achieving quality education: present and future

Ivánka-Tóth, Barbara Stella (2026) Achieving quality education: present and future. In: ESG - RISK MANAGEMENT OR NEW SUSTAINABILITY? Budapesti Gazdaságtudományi Egyetem (BGE), Budapest, pp. 70-78. ISBN 9786156886279

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Abstract

This paper explores disparities in access to quality education through a qualitative analysis of UNESCO’s 2007 comparative study of 16 of the most populous and largest countries across Africa, Asia, and Latin America – as well as Canada, the Russian Federation, and the United States - supplemented by some frameworks from UNICEF and Sustainable Development Goal 4 (SDG 4). The qualitative methodology is based on document analysis and the interpretation of key indicators such as enrolment ratios, expenditure per pupil, and pupil-teacher ratios to evaluate horizontal equity within national education systems. The findings reveal significant regional disparities in both access and resource allocation. While countries such as Canada, Peru, and Mexico show relatively low disparities, India, Brazil, and Pakistan experience pronounced inequalities, especially in secondary education. Generally, wealthier regions demonstrate higher enrolment and better resource provision, though exceptions exist, such as higher primary enrolment in some poorer areas. In defining quality education, the paper draws on UNICEF and SDG 4 frameworks, emphasising inclusive environments, relevant curricula, and measurable outcomes. The study also considers the emerging role of artificial intelligence (AI) in improving access to education and personalisation. While AI offers promising solutions for addressing disparities, its implementation must be carefully managed to ensure equity and long-term sustainability.

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