Without respect for human rights, there can be no sustainable development, and one of these rights is quality primary education, of which literacy is a part. The issue is not the exercise of an individual right, as an adult or a child, but the issue of getting to a point where societies see the fulfillment of these rights as indicative of sustainable development. This general method should be seen for policy formulation at the national level, with particular attention to the intricacies and implications of educational systems as a rights-based method.
Literacy goals cannot be achieved under these circumstances. Education for sustainable development seeks to build skills and values for peace in the minds of the human race, as deposited in the UNESCO charter. The country is an area, and the rural population in it constitutes a high percentage of the total population. Education in the countryside differs from education in the cities in terms of quantity and quality.
The discrepancy in the enrollment of educated people, especially between boys and girls, and between urban and rural areas, and from multiple ethnic origins and different economic conditions, as there are many villages still deprived of school buildings that meet the purpose, so the expansion of education in rural areas and improving its quality.
To make it more suitable for life in the countryside and more serving the goals of integrated development, except for some modest and specific attempts implemented by educational institutions.