[This post has already been read 844 times!]
Education is a human right, a public good and a shared responsibility. International Day of Education is an annual international observance day held on January 24 and is dedicated to education. The idea is to celebrate the role of education for peace and development.
As a key driver dealing with the challenges and further sustainability challenges, education has been acknowledged for almost three decades. Both Agenda 21 and the Decade of Education for Sustainable Development (ESD), began connecting education and sustainable development. Debates on Sustainable Development Goals (SDGs) which have continued over
the past five years have also centred on the crucial role education can and should play in achieving the set targets. The Paris Agreement (2016) affirmed that SDG4 Quality Education is considered a central element for reaching all other SDGs. Climate Change Education (CCE) plays an essential role in addressing the challenges included in the SDG 13 Climate Action .
A study looked at the relation to the role of education policy in shaping subjective well-being. The links between education policy and students’ life satisfaction are essential. A study found an association between multiple education policy-relevant factors and students’ life satisfaction, which is particularly prominent –and observed in a larger number of countries- in the domains of family relationships, schoolwork-related anxiety and bullying. The study also indicates that schools may play an important role in shaping students’ life satisfaction. This is supported by evidence that these associations tend to vary by school; by evidence on the existence of school effects in all countries but two; and by the finding that differences between schools explain a proportion – substantial in some countries- of the variation in students’ life satisfaction. Finally, the study found that concerning both questions, there are significant differences across societies. Overall, these results show that an association between education policy and children’s subjective well-being seems to exist but is complex. 
Without inclusive and equitable quality education and lifelong opportunities for all, countries will not succeed in achieving gender equality and breaking the cycle of poverty, leaving millions of children, youth and adults behind.
Today, 258 million children and youth still do not attend school; 617 million children and adolescents cannot read and do basic math; less than 40% of girls in sub-Saharan Africa complete lower secondary school and some four million children youth refugees are out of school. Their right to education is being violated, and it is unacceptable.
 Kubisch, S.; Parth, S.; Deisenrieder, V.; Oberauer, K.; Stötter, J.; Keller, L. From Transdisciplinary Research to Transdisciplinary Education—The Role of Schools in Contributing to Community
Well-Being and Sustainable Development. Sustainability, 2021, 13, 306.
 Marquez, J., Main, G. Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries. Child Ind Res 14, 283–339 (2021). https://doi.org/10.1007/s12187-020-09758-0