Towards inclusive and equitable quality education and lifelong learning for all
On 4 November 2015 in Paris, the international education community adopted the Education 2030 Framework for Action, the foundation that will anchor global efforts to achieve Sustainable Development Goal 4 (SDG 4). This marked the end of a crucial process that began many months ago with national, regional and global consultations, leading to the commitment made in May 2015 at the World Education Forum in Incheon to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Incheon Declaration).
The Framework for Action (FFA) is the roadmap to lead the international community and national governments in their efforts to achieve SDG 4 over the next 15 years. It guides all actors working at country, regional, and global level to work in synergy towards a common goal. And it provides a set of indicative strategies- ‘different recipes’- to support the achievement of targets to be adapted by each country.
In particular the FFA:
- aims at mobilizing all countries and partners around Sustainable Education Goal 4 and its targets;
- proposes ways of implementing, coordinating, financing and monitoring the new commitments; and
- proposes indicative strategies which countries may wish to draw upon in developing their plans, taking into account different national realities, capacities and levels of development and respecting national policies and priorities.
Read a short summary and five key lessons of the FFA by Aaron Benavot, the Director of the EFA Global Education Monitoring (GEM) Report.
According to Jordan Naidoo, Director of Education at UNESCO, and Sylvia Montoya, Director of the UNESCO Institute for Statistics:
“We are in a far better place than we were fifteen years ago when countries adopted the Education for All Goals and Millennium Development Goals and then began the process of defining the monitoring indicators. The new Framework for Action is clearly linked to an existing proposal of indicators. This proposal has been the subject of considerable debate and global consultation among Member States, international organizations, academics and civil society over the past 18 months. While this is work in progress, we already have a solid base of information and a strategy to establish the mechanisms needed for effective monitoring. …
Overall, the 43 indicators serve as a roadmap to monitor progress at global and national levels. Using these, the international education community has a solid base of information to select a number of Global Reporting Indicators that will be used to monitor global progress towards SDG 4, which will be examined in the GEM Report 2016. At the same time, countries can set and monitor their own targets, by reviewing the complete list of thematic indicators and choosing those that reflect their specific national priorities.”
(Read the full blog post by Naidoo and Montoya on the INEE website.)
FFA and EiE
Albeit very concisely, the FFA makes explicit reference to the need for countries to institute measures to develop inclusive, responsive and resilient education systems to meet the needs of children, youth and adults in crisis contexts, including internally displaced persons and refugees (p. 9-10).
“Education in emergency contexts is immediately protective, providing lifesaving knowledge and skills and psychosocial support to those affected by crisis. Education also equips children, youth and adults for a sustainable future, with the skills to prevent disaster, conflict and disease. …
Education sector plans and policies should anticipate risks and include measures to respond to the educational needs of children and adults in crisis situations; they should also promote safety, resilience and social cohesion, with the aim of reducing the risks of conflict and natural disaster.”