The constructivist approach is based on the idea that knowledge can never be passed from one person to another. The only way to acquire knowledge is to create or construct them. The constructivist approach changes also the role of the teacher in the educational process, the task of them is to organize the environment so that the student himself can construct the cognitive forms that teacher wants to give him. In the paper, the nature of the constructivist approach is identified, different aspects regarding mathematics education are analysed as well as the potential impact on the development of mathematical competences in the context of sustainable development is discussed. The study process and learning methods appropriate to constructivist approach also were studied. In order to illustrate the need for a constructivist approach in mathematics education, the survey of students from Latvia University of Life Science and Technologies (LLU) and Riga Technical University (RTU) were carried out, the results of which proved that mathematics learning at universities has to be changed. The current study proved that the constructivist approach radically changes the process of teaching and learning mathematics, connecting it with daily life, rather than teaching only abstract formulas and using a creative approach to mathematical tasks solving. This study shows that using constructivist approach to the teaching of mathematics, the competences needed for sustainable development are boosted.

Human capital development is increasingly gaining policy relevance especially with the implementation of the Sustainable Development Goals (SDGs). This study examined the correlates of human capital expenditure in rural Nigeria. General Household Survey dataset collected by the National Bureau of Statistics was used for this study. Descriptive statistical tools, principal components analysis and the Heckman selection model were used to analyse relevant data. The study found majority of the households were maleheaded, with an average size of 7 people. In terms of access to education, 62.1% of the surveyed households had access to education and spent an average of NGN 12,570.56 on education. The age of household head, access to loans, marital status and household size were the correlates of human capital expenditure in rural Nigeria. Also, school fees and registration accounted for 41.2% of households’ expenditure on education. The study found paucity of funds, low priority placed on education and low interest were the main constraints to human capital expenditure. The study recommended the design and implementation of pro-poor educational interventions especially for children from rural households. Also, there is the need for government, multilateral organisations and financial institutions to position rural households for financial inclusion.