Empowering the Program of Sustainable Development Goals (SDGs) through Literacy in Improving the Quality of Education

Abstract

The objectives of this research are to study programs that have been implemented and that are included in the Sustainable Development Goals, which aim to enhance the quality of education through literacy; and the study uses the program of the effect of literate teaching on early adolescents in basic education public schools in Indonesia. The indicators used to measure education quality in this study are school-related indicators, consisting of school attendance rates and levels of dropout, and student-related indicators, consisting of learning motivation and literacy awareness. This research employed a mixed methodology, combining quantitative and qualitative approaches. The inclusion of qualitative methods allows for a more comprehensive understanding and detailed explanations of how the interrelationships between SDG variables influence educational quality attainment. Additionally, this approach helps elucidate the policies and capacity-building measures necessary to fulfill the SDGs agenda. This study's findings suggest that the SDGs program demonstrated sufficient effectiveness, leading to the conclusion that it can be sustained. Moreover, the analysis of the study outcomes reveals that participants are able to grasp the 17 SDGs objectives and identify ways to contribute to achieving these goals through literacy-based activities. The findings in this study are hoped to give contribution to a theory of the integration of literacy through the SDGs toward the improvement of quality education. The increase in literacy development, embedded also with climate and life skills, is expected to develop wider support in relation to the determination of policy programs regarding the importance of literacy programs through teachers.

Keywords: Education, empowerment, literacy, SDGs