 So, as part of SDG 4, we see what is the way forward, where do we go and how do we go. So, we see that as part of SDG 2030, there is a new vision for education, that's very important. What is this vision? This vision is to transform the lives of people through education. So, education becomes a means for changing the lives of the people, for the transformation of the lives of the people. So, it is said that education as the main driver of development. Education as the main driver of development and in achieving the other proposed SDGs. So, it is central for the achievement of SDGs 2030, the 17 SDGs have sustainable development goals. Education is very prominent in the sense that it is instrumental in the achievement of those goals. So, SDG 4 proposed that education should be inclusive, it should not discriminate, not only inclusive, but also equitable quality education. Inclusive to have, but also the quality of education should be equitable. And promote lifelong learning opportunities for all. If it is inclusive, then we look for every individual, every group, every community, every ethnicity. SDG 4 is inspired by humanistic vision of education and development that is based on a humanistic vision. And what is humanistic vision? Human rights and dignity. It should be based on human rights and dignity. It should be based on let's say social justice. It should be inclusive, inclusion is part of it. It is based on protection, protection from all kinds of hazards, from all kinds of encroachments for all kinds of attacks. It's based on cultural, linguistic and ethnic diversity. Due recognition to all this kind of varieties and variabilities. And also there should be a shared responsibility and accountability. It's not the responsibility of only the state, but all the people of a country, at the country level, and then globally as well. Therefore, in that context, education is considered as a public good, which is to be used extrinsically for everybody. Anybody could use it. It's for the public good. It is a fundamental human rights and a basis for guaranteeing the realization of other rights. Because education creates awareness, people might be, may become aware of their rights. And when they become aware of their rights, then they might make an effort for the achievement, for the attainment of those rights. Therefore, education is a means for the achievement of basic rights. Therefore, it is considered essential for making peace, for generating tolerance amongst the people. So it is essential for human fulfillment and sustainable development. So one thing is that the developments that are coming, tensions are creating with it, conflicts are coming with it. So education might be instrumental in the creation of tolerance in the development of logic in building the argument. So through the logic, through the arguments, through tolerance, this conflict might be overcome. So issues of educational policy making in a complex word. The first issue is we need to recognize and to respond to the gap between formal education and employment. Because of this gap, there are many problems. And wherever we see that one part of the culture is growing rapidly and the other is not coping with it, it creates all kinds of disorganization. Educated people have come. If they are not employed, then it creates problems. So we have to recognize that kind of situation. Second, must face the challenge of recognizing and validating learning in a word of increasing mobility across borders, professional occupations and learning spaces. If the world is interconnected, then we have to see how that is marketable to other places as well. Thirdly, rethink citizenship education. So balancing respect for plurality with universal values and concern for common humanity. Fourthly, consider the complexities of national policy making in education. Together with potential forms of global governance, complexity of national policy making in education. So let's say issues have variety of groups have variety of communities have cultural variabilities have. And then we see that there is a lot of interference from let's say outside global interference are here because of various needs with respect to funding in the low income countries. So there is a need to recontextualize foundational principles for the governance of education, particularly the right to education and the principle of education as a public good. So keeping these things in mind, UNESCO has proposed that there should be greater attention in education policy to knowledge. Greater attention be paid in education policy to knowledge. Knowledge creation is not simply education but focus is from education to knowledge and to the ways in which it is created, acquired, validated and used. So that knowledge, how it is created, how it is validated and then how it is used, is it used globally? Is it restricted to that particular group or community? Then second is considering education and knowledge as global common goods could be a useful approach to reconciling the purpose and organizing organization of learning as a collective societal endeavor in a changing world. So ultimately we see that this knowledge is to be considered as a common good, not as a public good but as a common good. Now when we are talking about common good, we are talking about unity, we are talking about cohesiveness, we are talking about solidarity. And then that becomes let's say the shared responsibility of everybody, not only within the country but globally. So that is how this way forward is being looked at.