Abstract
The principle of equal opportunities in education aims to eliminate the social and economic privileges that young people face in acquiring their social status and roles. In this way, everyone, regardless of their social and economic status, will have the opportunity to take their place in society according to their wishes and abilities, and to fully realize their personalities and aspirations. Education, besides being a fundamental right, plays a crucial role in reducing societal inequalities, preventing detrimental factors, and fostering economic and human development. Education represents an enduring benefit for all of humanity, underscoring the importance of preventing factors that lead to disparities in educational access. This study aims to assess the significance of inclusion in higher education and equal educational opportunities in the context of sustainability. It will also evaluate factors related to economics, social dynamics, regional disparities, biology, and management that contribute to inequality of opportunity.
TopIntroduction
At the 2002 World Summit in Johannesburg, the United Nations declared the ten-year period between 2005 and 2014 as the UN Decade of Education for Sustainable Develop (UNESCAP, 2015). Following this development, the issue of sustainability has become a concept that has been emphasized sensitively on the education agenda of the whole world, and as a result, it has started to be directly reflected in formal and non-formal education programs and practices, especially in developed countries (Shehi et al., 2018; Richardson, 2019).
It is contended that the concepts proposed by these frameworks can only be instilled in societies through education. Sustainable Development-focused education has the potential to foster the required cognitive, emotional, and behavioral transformations in individuals (Fehlner, 2019). From this perspective, it is paramount that Sustainable Development-oriented Education receives proper attention in developing countries. It should be integrated into educational curricula and practices, with a particular emphasis on its inclusion as a core theme in primary education (Bizerril et al., 2018).
At the United Nations Sustainable Development Summit, global goals for the post-2015 period were discussed and the 2030 agenda was set. Accordingly, the Sustainable Development Goals expected to be achieved by 2030 are summarized in 17 themes: (1) End Poverty; (2) End Hunger; (3) Healthy Individuals; (4) Quality Education; (5) Gender Equality; (6) Clean Water, Hygiene and Public Health; (7) Accessible and Clean Energy; (8) Decent Work and Economic Growth; (9) Industry, Innovation and Infrastructure; (10) Reducing Inequalities; (11) Sustainable Cities and Living; (12) Responsible Consumption and Production; (13) Climate Action; (14) Life in Water; (15) Life on Land; (16) Peace and Justice; and (17) Partnerships for the Goals (UN, 2015a). Following this summit, the United Nations Climate Change Conference in Paris endorsed the Paris Agreement. This agreement mandates that 195 participating countries take action to reduce greenhouse gas emissions in order to combat global warming (UN, 2015b).
In contemporary knowledge-driven societies, individuals must apply their acquired knowledge, embrace novel ideas, cooperate with others, and adjust to dynamically changing circumstances. Only through education can individuals acquire the consciousness and determination to fulfill this obligation (Mintz 2014). Education is a functional concept that will lead nations to transform into a modern knowledge society (Kingston, 2018).
Equality of opportunity in education can be defined as the assurance that every member of society, without discrimination, is afforded an equal chance to equally access educational services for the development of their talents in the most suitable manner (Brown, 2019) Today, in most countries, people have equal opportunities in education before the law. However, this does not mean that all members of society are fully provided with equal opportunities in education (Verge, 2018). For example, it is a fact that there are individuals who cannot benefit equally from education due to lack of financial means, even though they do not have a legal disability. Therefore, in order to talk about equality of opportunity in education, people must not only have an equal right to education before the law, but they must also have the means to exercise this right (Franco, 2019).
Equality of opportunity entails equitable access to education, healthcare, social security, and employment, all of which are influenced by societal demands and expectations. Securing equality of opportunity in education is highly significant, as it can bring about transformations in various aspects of individuals' lives, including income and employment (Chand & Karre, 2019). Discussions on equal opportunities in education focus on the problems of depriving individuals of opportunities, especially at an early age, or unequal distribution of opportunities (Murray et al., 2018).
Key Terms in this Chapter
Sustainability: Sustainability is a social goal for people to co-exist on Earth over a long time. Specific definitions of this term are disputed and have varied with literature, context, and time.
Higher Education: Higher education is tertiary education leading to the award of an academic degree. Higher education, which makes up a component of post-secondary, third-level, or tertiary education, is an optional final stage of formal learning that occurs after completion of secondary education.
Equal Opportunity Education: Equal opportunity education definition is a concept that promotes fair and equal opportunities to all staff, children, and faculty irrespective of race, sex, and national origin.