Hey, rockstars! Get set to embark on a thrilling adventure with the 'Influencer for a Sustainable Future Challenge.' This isn't your everyday challenge; it's your chance to be an influencer, a knowledge-bearer, and a change-maker. We're on a mission to turn the buzzword 'sustainability' into an exhilarating journey. In the spirit of Sustainable Development Goal 4 (SDG4), you'll not only dive into sustainability but also champion human rights, gender equality, a culture of peace, global citizenship, and the beauty of cultural diversity.

We're not just catching up on our education targets; we're rewriting the future with creativity and innovation. Your unique voice and 90-second videos will help us promote a brighter, more sustainable world. So, are you ready to have a blast, make a real difference, and turn sustainability into an epic journey? Let's do this!  Join us, and let's do this!

Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development. Currently, the world is facing a global health crisis unlike any other — COVID-19 is spreading human suffering, destabilizing the global economy and upending the lives of billions of people around the globe. 

Before the pandemic, major progress was made in improving the health of millions of people. Significant strides were made in increasing life expectancy and reducing some of the common killers associated with child and maternal mortality. But more efforts are needed to fully eradicate a wide range of diseases and address many different persistent and emerging health issues. By focusing on providing more efficient funding of health systems, improved sanitation and hygiene, and increased access to physicians, significant progress can be made in helping to save the lives of millions.

Health emergencies such as COVID-19 pose a global risk and have shown the critical need for preparedness. The United Nations Development Programme highlighted huge disparities in countries’ abilities to cope with and recover from the COVID-19 crisis. The pandemic provides a watershed moment for health emergency preparedness and for investment in critical 21st century public services. 

• Before the coronavirus crisis, projections showed that more than 200 million children would be out of school, and only 60 per cent of young people would be completing upper secondary education in 2030.
• Before the coronavirus crisis, the proportion of children and youth out of primary and secondary school had declined from 26 per cent in 2000 to 19 per cent in 2010 and 17 per cent in 2018.
• More than half of children that have not enrolled in school live in sub-Saharan Africa, and more than 85 per cent of children in sub-Saharan Africa are not learning the minimum 
• 617 million youth worldwide lack basic mathematics and literacy skills.
• Some 750 million adults – two thirds of them women – remained illiterate in 2016. Half of the global illiterate population lives in South Asia, and a quarter live in sub-Saharan Africa.
• In 10 low- and middle-income countries, children with disabilities were 19per cent less likely to achieve minimum proficiency in reading than those without disabilities.
• 4 million refugee children were out of school in 2017

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes

4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education

4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.A Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all

4.B By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

4.C By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states