The pandemic has had devastating impacts on learning. Learning losses due to COVID-related school closures were documented in four in every five of the 104 countries studied. A recent Progress in International Reading Literacy Study assessment revealed declines in 21 out of 32 countries with comparable data from 2016–2021, and parents reported that two-thirds of students experienced learning setbacks due to prolonged periods at home. Another study in seven high-income countries found COVID-19-related learning losses equivalent to 30 per cent of a school year for mathematics and 35 per cent for reading if schools were closed for eight weeks. According to national education targets, the percentage of students attaining basic reading skills by the end of primary school is projected to rise from 51 per cent in 2015 to 67 per cent by 2030. However, an estimated 300 million children and young people will still lack basic numeracy and literacy skills by 2030. Early schooling stimulates children’s readiness for school and improves their future learning experience it has also been covered in the report and it shows the expansionary trend in access to early childhood education but progress has slowed since 2015. In 2020, three out of four children globally were enrolled in organized learning one year before the official primary entry age, with progress stagnating since 2015. The pandemic caused temporary dips in pre-primary education participation, with 30 out of 52 countries with data for 2021 or after witnessing declines. Only half of the children were enrolled in organized learning one year before the official primary entry age in sub-Saharan Africa and in Northern Africa and Western Asia in 2020. When it comes it attendance ratio, it is presented that the average attendance rate of early childhood education for children aged 36–59 months in 61 low- and middle-income countries was 37 per cent, with a 16-percentage-point gap between urban and rural areas and a 34-percentage-point gap between the richest and poorest quintiles. As of 2020, only half of the 187 countries and areas with data provided free pre-primary education, and almost three-quarters of the 215 countries and areas with data did not make pre-primary education compulsory. The percentage of students attaining basic reading skills by the end of primary school is projected to rise from 51 per cent to 67 per cent. Furthermore, as access to basic school facilities is essential for safe and conducive learning environments, a report shows that one in four primary schools globally lacks basic services like electricity, water, sanitation and hand-washing facilities. Access to computers, the Internet and disability-adapted facilities is even lower, with fewer than one in two primary schools having access, on average. Access is higher in lower and upper secondary schools. Regions with the lowest access to basic facilities include Central and Southern Asia, sub-Saharan Africa, Latin America and the Caribbean. Adequate infrastructure is also important for mitigating COVID-19 transmission and ensuring safe education. In early 2021, fewer than 10 per cent of low-income countries reported having sufficient soap, clean water, masks, and sanitation and hygiene facilities to assure the safety of all learners and staff, compared with 96 per cent in high-income countries. Ensuring that all teachers possess the minimum qualifications required for their profession is crucial for achieving quality education. However, in 2020, more than 14 per cent of teachers were still not qualified according to national norms, with considerable disparities between countries and across regions. Sub-Saharan Africa faces the biggest challenge, with the lowest percentages of trained teachers in pre-primary (60 per cent), primary (69 per cent) and secondary education (61 per cent) among all regions. The COVID-19 pandemic severely disrupted education, affecting the teaching workforce in most countries. To maintain access, teachers had to adapt to new pedagogical concepts and methods, for which many were unprepared. Investment and monitoring of infrastructure should be a policy priority to prevent the further entrenchment of inequalities. Many teachers still lack the required qualifications to teach. Last but not least, in the current era of the digital divide, low levels of information and communications technology (ICT) skills are a major barrier to achieving universal and meaningful connectivity. Data on digital skills are limited, only available in 78 countries and rarely for all five categories of skills i.e. communication/collaboration; problem-solving; safety; content creation; and information/data literacy. While 86 per cent of individuals use the Internet in countries providing data, many lack the required digital skills to be able to fully benefit from it or avoid its dangers. Communication/collaboration skills are the most prevalent, followed by problem-solving, safety and content creation. Information/data literacy varies widely between countries. Among 74 countries that provided data on at least three skills areas, only five reported averages of over 75 percent in multiple areas. Under global lockdowns and economic recession, political disputes and armed conflicts constrain international coordination and cooperation for sustainable development. In addition, multiple pressures continue to threaten the achievement of SDGs like ongoing population growth puts increased pressure on limited natural resources, climate change impacts social security and intensifies natural disasters, and ecosystem degradation and pollution shake the very foundations of sustainable development. It is a need of an hour for researchers, and stakeholders to consider more seriously how to recover and transform SDG actions after halfway is crossed. It is urgent that more systematic solutions be found and adopted. Such solutions can be enhanced by reclassifying the SDG status and vision, coordinating multiple resources and policies, and promoting and consolidating economic, technological, cultural, and political collaboration. Last but not least, with just seven years to 2030, it needed to plan regarding where and how SDGs should evolve in 2030 and after 2030. For the phase after 2030, the SDG vision needs to be oriented towards 2045, a year which, incidentally, marks the UN’s 100th anniversary. (Concluded) The writer is a certified school manager and writes on gender, education and social issues. She can be reached at ghaniausman786@gmail.com.