DOCSLIB.ORG

Background and Introduction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Background and Introduction Background and introduction Background and introduction to the training modules Within the framework of ‘Enhancing Statistical Capacities for Education – Towards Strengthening SDG (Sustainable Development Goal) 4 Monitoring in Asia and the Pacific’ and as a part of the Regional Monitoring Mechanism, this training manual on monitoring SDG 4-Education 2030 has been developed for countries in Asia and the Asia-Pacific to fortify their statistical and data management capacities for monitoring Sustainable Development Goal 4. This manual covers various topics that are relevant to building an effective monitoring system, such as the creation of a national indicator framework and the development of national strategies for education statistics; strengthening the administrative data production system; and increasing the household survey application in monitoring education at the national level, as well as reporting at the global level. The manual is comprized of six modules and these are outlined in this introductory module. The purpose of this module is to introduce the SDG 4–Education 2030 Agenda to help prepare learners on the components of the SDG 4–Education 2030 Agenda. 1 Background and introduction 1 Background 1.1 Education development in the new millennium The 2015 Incheon Declaration for Education 2030 Box 1: The Incheon Declaration 2015 ensconces a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic UNESCO, together with UNICEF, the and ethnic diversity; and shared responsibility and World Bank, UNFPA, UNDP, UN Women accountability 1. It reaffirms that education is a and UNCHR organized the World public good, a fundamental human right and a basis Education Forum 2015 in Incheon for guaranteeing the realization of other rights. It is from 19 to 22 May, which was hosted by the essential for peace, tolerance, human fulfilment and Republic of Korea. Over 1,600 participants from sustainable development. It recognizes education 160 countries, including over 120 ministers, as a means to achieving full employment and heads and members of delegations, heads of poverty eradication. Its efforts focus on access, agencies and officials of multilateral and equity and inclusion, quality and learning outcomes, bilateral organizations and representatives of within a lifelong learning approach. This new vision civil society, the teaching profession, youth and of the Incheon Declaration looks at education the private sector, adopted the Incheon development as a sustainable process and it has Declaration for Education 2030, which sets out secured international and national commitments a new vision for education for the next to work for the achievement of the Education Goal fifteen years. of SDG 4, expressed in terms of its ten targets with three means of implementation, which seek: “To ensure inclusive and equitable, quality education and promote lifelong learning opportunities for all.” The Incheon Declaration 2015 was adopted after taking stock of progress made towards the achievement 1 Education 2030 Steering Committee, 2016: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. Access: http://uis.unesco.org/sites/default/ files/documents/education-2030-incheon-framework-for-action- implementation-of-sdg4-2016-en_2.pdf 3 Regional Capacity Development Resource Book on Monitoring SDG4-Education 2030 in Asia-Pacific of the Education for All (EFA) goals since 2000 and the education-related Millennium Development Goals (MDGs). The process included a review of the lessons learned; an examination of the remaining challenges and deliberation on the proposed Education 2030 Agenda; the Framework for Action; and future priorities and strategies for its achievement. Table 1 below compares global education agendas since 2000. Table 1: Comparison of Global Education Agendas Global Education Agenda Millennium Sustainable Education For All Aspect of Development Goal 2 Development Goal 4 Comparison Scope Primary Education Basic Education Basic Education + (children) (children, youths Post-basic education and adults) and lifelong learning Coverage Low-income Universal in Universal agenda countries; conflict- intention; Global affected nations focus on lower- North and South income countries Process led by: United Nations United Nations Member States Policy Focus Access to and Access to Access to quality completion quality basic basic education for all of primary education for all + equitable access to education for all post-basic education + relevance of learning for work and citizenship No. of targets 2 6 10 Source: Adaptation from a presentation by S. Tawil, UNESCO, as reported in NEQMAP’s 4th Annual Meeting, December 2016, Bangkok in “Regional Issues/Challenges in the implementation and monitoring of SDG 4-Education 2030 Agenda”. 1.2 The 2030 Agenda for Sustainable Development The 2030 Agenda for Sustainable Development was adopted by world leaders at the United Nations Sustainable Development Summit in September 2015. It comprizes 17 SDGs. It encompasses the three core dimensions of economic, social and environmental development and offers countries a unique pathway to eradicate poverty and hunger 4 Background and introduction and to provide a life of dignity for all, while at the same time paying attention to environmental sustainability. Besides addressing the issues of poverty and hunger, the SDGs address other important issues relating to health, education, gender equality, water and sanitation, sustainable energy, economic growth, industrialization, reduction of inequalities, safe human settlements, sustainable consumption and production patterns, climate change, use of marine resources, ecosystems and biodiversity, justice for all and revitalization of global partnerships for sustainable development. Of universal concern in sustainable development are the three pillars of the economic, the social and the environmental. This concern implies setting a universal agenda for development based on a: ● Universality of principles (human rights); ● Universality of reach (focus on equity and inclusion); ● Universality of country coverage. Figure 1: The Sustainable Development Goals 17 GOALS TO TRANSFORM OUR WORLD For more on the World Development Agenda and the Sustainable Development Goals, access: https://sustainabledevelopment.un.org/sdgs 5 Regional Capacity Development Resource Book on Monitoring SDG4-Education 2030 in Asia-Pacific The 5Ps The world development Agenda 2030 and its SDGs Figure 2: The 5Ps sets a universal agenda for all countries, with five objectives also called the ‘5Ps’, namely: PEOPLE End poverty and hunger 1. People: to end poverty and hunger. In all forms and ensure dignity and equality 2. Planet: to protect it from degradation. 3. Prosperity: to ensure that all human beings can enjoy prosperous and fulfilling lives. PLANET PROSPERITY Protect our planet’s Ensure prosperous natural resources and fulfilling lives 4. Peace: to foster peaceful, just and inclusive and climate Sustainable in harmony societies. for future with nature generations Development 5. Partnership: to mobilize the means required to implement this agenda through a revitalized global partnership for PARTNERSHIP PEACE sustainable development. Implement the Foster peaceful, agendathrough just and inclusive a solid global societies partnership Rationale of Education 2030 The rationale for the SDG 4-Education 2030 Agenda Source: Adapted from Vladimirova, K. and David Le Blanc, arises out of the historical developments on 2015: How well are the links between education and other education development witnessed globally ever sustainable development goals covered in UN flagship since the advent of EFA and the MDGs. There is no reports? A contribution to the study of the science-policy doubt about the achievements registered by EFA and interface on education in the UN system. Working Paper No. MDGs, particularly in the global context. However, 146 ST/ESA/2015/DWP/146. New York, United Nations, DESA., access: www.un.org/esa/desa/papers/2015/wp146_2015.pdf the importance of SDG 4 lies in the fact that it is: ● More comprehensive: provides for expanded access to all levels of education, with at least 12 years of free, publicly funded, quality primary and secondary education, higher education, Technical and Vocational Education and Training (TVET) and life-long education. ● More outcome/skills oriented, with: Renewed focus on effective acquisition of foundational skills. New focus on relevance of learning for securing decent work. New focus on relevance of learning for social and civic life. ● Better integrated with other goals. 6 Background and introduction With SDG 4, education is mandated to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The goal’s targets are presented below with some brief statements on the main policy commitments, as derived from the Framework for Action 2. Table 2: SDG 4-Education 2030 Targets and Policy Commitments for Actions/Outcomes POLICY COMMITMENTS FOR TARGETS ACTIONS/OUTCOMES 4.1. By 2030, ensure that all girls and boys Ensure the provision of 12 years of free, publicly- complete free, equitable and quality primary funded inclusive, equitable, quality primary and secondary education, leading to and secondary education – of which at least relevant and effective learning outcomes. nine years 3 are compulsory, leading to relevant learning outcomes. 4.2.
Load more

Recommended publications
  • Global Citizenship Education Framework for Teachers, Trainers and Youth Leaders
    GLOBAL CITIZENSHIP EDUCATION FRAMEWORK This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2014-1-UK01-KA200-001841 www.sfyouth.eu “Education gives us a profound understanding that we are tied together as citizens of the global community, and that our challenges are interconnected.” Ban Ki-moon, UN Secretary-General Welcome to this exciting global citizenship education framework for teachers, trainers and youth leaders. This framework has been designed to give you ways to refresh your teaching approach in both formal and non-formal education. How? By rethinking the learning processes in globalised societies. This framework supports young people to understand connections between issues affecting every human being in different regions of the world. If you are looking for engaging ways to increase young people’s participation, to embed Global Citizenship Education into your curriculum and to support young people’s personal development through extra-curricular activities, we have also produced a Participatory Learning Methods Booklet, which you can download here and a range of Teaching and Evaluating Global Citizenship Classroom Activities to develop relevant competency’s in young people such as participation and teamwork, global action, confidence and self esteem. These can be accessed here. Index 1. Understanding Participation 3 2. Youth Participation in Europe at a Glance 5 3. What is Global Citizenship? 8 4. Global Citizenship Education 10 5. The Sustainable Development Goals 12 6.
    [Show full text]
  • Progress on Education for Sustainable Development and Global Citizenship Education
    Progress on Education for Sustainable Development and Global Citizenship Education Findings of the 6th Consultation on the implementation of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms (2012-2016) UNESCO Education Sector The Global Education 2030 Agenda Education is UNESCO’s top priority because UNESCO, as the United Nations’ specialized it is a basic human right and the foundation agency for education, is entrusted to lead and on which to build peace and drive sustainable coordinate the Education 2030 Agenda, which is development. UNESCO is the United Nations’ part of a global movement to eradicate poverty specialized agency for education and the through 17 Sustainable Development Goals by Education Sector provides global and 2030. Education, essential to achieve all of these regional leadership in education, strengthens goals, has its own dedicated Goal 4, which aims to national education systems and responds “ensure inclusive and equitable quality education to contemporary global challenges through and promote lifelong learning opportunities for all.” education with a special focus on gender The Education 2030 Framework for Action provides equality and Africa. guidance for the implementation of this ambitious goal and commitments. Published in 2018 by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France Section of Education for Sustainable Development Education Sector UNESCO © UNESCO 2018 Some rights reserved. This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO licence (CC BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo).
    [Show full text]
  • Mainstreaming SDG4-Education 2030 in Sector-Wide Policy and Planning
    United Nations Sustainable (dXFationaO 6Fienti¿F and Development Cultural Organization Goals Mainstreaming SDG4-Education 2030 in sector-wide policy and planning TECHNICAL GUIDELINES FOR UNESCO FIELD OFFICES © Khafizov Ivan Harisovich Mainstreaming SDG4-Education 2030 in sector-wide policy and planning TECHNICAL GUIDELINES FOR UNESCO FIELD OFFICES Foreword The main responsibility for implementing the SDG4-Education 2030 Agenda lies with governments, with UNESCO and partners providing support through coordinated policy advice, technical assistance, capacity development and monitoring of progress at global, regional and national levels. By their position, UNESCO field offices have a key role to play in providing such support at country level and therefore require adequate technical capacity to fulfil their mission. These guidelines aim at providing a basic resource to field offices for ensuring adequate technical support to national authorities in this process. In doing so, it takes into account different profiles of country needs and capacities, thus avoiding a one-size-fits-all approach. Countries may have different levels of awareness of, or political commitment to, Sustainable Development Goal 4 (SDG4). In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated and that national authorities and stakeholders are reminded of its importance. To assist field offices in this task UNESCO has developed and made available a number of resources and support materials, notably the Unpacking SDG4-Education 2030 Guide, parts of which are excerpted here, and will continue coordination efforts in this respect. Inevitably, field staff will have to adapt the guidelines provided here to the reality of the country they are serving.
    [Show full text]
  • UNESCO Moving Forward the 2030 Agenda for Sustainable Development; 2017
    Our collective commitment to the 17 Global Goals is our most important defense in ensuring that the benefits of our modernizing world are shared among all nations and people United Nations Sustainable and not just by the privileged few. These goals are intended to serve the interest of every Educational, Scientific and Development Cultural Organization Goals woman, man, and child on our planet. And that means that achieving these goals is up to all of us. This has to be an international movement—a coming together of people and a rallying around a common cause on a global scale. I believe that UNESCO, through its specialized expertise in education, the sciences, culture, communication and information, is very well positioned to support countries in making these Global Goals a reality for all. Forest Whitaker UNESCO Special Envoy for peace and reconciliation, United Nations Sustainable Development Goals Advocate UNESCO moving forward the 2030 Agenda for Sustainable Development UNESCO Task Force on the 2030 Agenda for Sustainable Development http://en.unesco.org/sdgs United Nations Sustainable Educational, Scientific and Development Cultural Organization Goals 1 2 3 Foreword by Introduction The principles of the the Director-General 2030 Agenda 4 5 6 UNESCO’s two global UNESCO supports UNESCO’s direct priorities: Gender the data revolution contribution to nine SDGs Equality & Africa across the SDGs 8 10 12 Inclusive quality Harness science, Protect and sustainably education and lifelong technology, manage the ocean learning for all innovation
    [Show full text]
  • Thematic Indicators to Monitor the Education 2030 Agenda
    Thematic Indicators to Monitor the Education 2030 Agenda Technical Advisory Group Proposal October 2015 Technical Advisory Group Proposal: Thematic Indicators to Monitor the Education 2030 Agenda The Technical Advisory Group (TAG) was established by UNESCO to develop recommendations for education indicators and to help guide the establishment of a measurement agenda, thus informing and supporting the work of the Education for All Steering Committee and the Education 2030 Framework for Action Drafting Group. It is chaired by the UNESCO Institute for Statistics (UIS) and includes experts from Member States (Armenia, Brazil, China, Egypt, France, India, Mexico, the Russian Federation, Senegal, South Africa, the United Kingdom, and the United Republic of Tanzania), international partners (EFA Global Monitoring Report, OECD, UNESCO, UNICEF and the World Bank) and civil society (Education International). 1. Introduction In 2013 the Technical Advisory Group (TAG) was given the mandate by UNESCO to review and recommend indicators that can be used to track global progress in the implementation of the post-2015 education agenda, now known as Education 2030. This paper is the result of 18 months of developmental work and extensive consultation with stakeholders. It proposes thematic indicators to measure global progress towards the achievement of the 7+3 education targets that have been adopted by UN Member States as part of the 2030 Agenda for Sustainable Development and the Education 2030 Framework for Action. The selection of indicators for tracking the Education 2030 targets was guided by an agreed set of criteria and aimed to meet specific demands. In keeping with its mandate, the TAG concentrated on indicators which provide comparable information across countries.
    [Show full text]
  • Europe and North America Education 2030 Consultation Concept Note and Provisional Agenda 1. Background
    In collaboration with Europe and North America Education 2030 consultation Strasbourg, 24 October 2018 Palais de l’Europe, Council of Europe Concept Note and Provisional Agenda 1. Background Transforming our World: The 2030 Agenda for Sustainable Development adopted by governments at the UN General Assembly in September 2015 is the most ambitious, aspirational and universal development agenda to date. Based on a shared global vision, the Agenda is a commitment to eradicate poverty and achieve sustainable development for all by 2030. The central principle of “leaving no-one behind” requires that the right to inclusive and equitable quality education and lifelong learning opportunities be realized for all children, youth and adults as per the collective commitments outlined in 2015 Incheon Declaration and the Education 2030 Framework for Action. As both a stand-alone goal (SDG4), as well as a set of education targets related to health, decent work, gender equality and to sustainable production and consumption, education is at the center of the 2030 agenda and is recognized as a catalyst for the achievement of all its goals. Since 2015, Member States in all regions of the world have made efforts to align their national education policies and strategies with the commitments of the 2030 Agenda for Sustainable Development. This has included efforts to strengthen policy focus on the most vulnerable populations, to ensure more effective and relevant learning both for the world of work as well as for citizenship, to adapt education sector coordination, management and monitoring, and to strengthen linkages with other development sectors. Education is key to building and maintaining the kind of society in which we would like our children and grandchildren to live.
    [Show full text]
  • Implementing the 2030 Agenda at Higher Education Institutions: Challenges and Responses
    Implementing the 2030 Agenda at Higher Education Institutions: Challenges and Responses Implementing the 2030 Agenda at Higher Education Institutions: Challenges and Responses Open-content version available at: www.guninetwork.org Credits Credits 5 Implementing the 2030 Agenda at Higher Education GUNi 2019 Institutions: Challenges and Responses First Edition Barcelona, September 2019 © Team Involved in the Preparation of this Publication Coordination GUNi President Global University Network Joan Elías for Innovation (GUNi) With the Support of Editorial Team Agència Catalana de Cooperació Josep M. Vilalta – Director al Desenvolupament (ACCD) Alicia Betts – Head of Projects Victoria Gómez – Project Officer Graphic Design & Printing Marta Cayetano – Communication Officer Mètode María José Villacís – Intern ISBN 978-84-09-13310-9 Group of Experts Ghada Ahmadein Contact Axel Didriksson [email protected] Carme Gual Thomas Jørgensen Akpezi Ogbuigwe Arnau Queralt Charles W. Richardson Orlando Sáenz Rajesh Tandon Invited Authors Sosten Chiotha Levis Eneya Lawrence Mpekansambo Pooja Pandey Daniella Tilbury Individual or collective authors are responsible for the choice and presentation of the facts, findings, interpretations, and conclusions expressed in their articles, which do not necessarily reflect the views of GUNi, UNESCO, the Catalan Association of Public Universities (ACUP), or other institutions that support this project. The designations used and the presentation of the material in this publication do not imply the expression of any
    [Show full text]
  • SDG-Education 2030 Steering Committee
    SDG-Education 2030 Steering Committee 5th meeting: Working documents 12-13 September 2018, UNESCO HQ, Paris SDG-Education 2030 Steering Committee Contents REF 1 - Concept note and agenda...................................................................................................................... 3 REF 2 - Synthesis of decisions of March 2018 SDG-ED 2030 Steering Committee ............................................ 8 REF 3 - Proposed revised Terms of Reference of the SDG-ED 2030 Steering Committee .............................. 13 REF 4 - Nairobi Declaration and Call for Action on Education (April 2018) ..................................................... 19 REF 5 - Bangkok Outcome statement (APMED 2030 - July 2018) ................................................................... 23 REF 6 - Cochabamba Agreements (July 2018) ................................................................................................. 31 REF 7 - Concept note & Draft agenda of the Europe/North America ED 2030 consultation (Strasbourg, October 2018) .................................................................................................................................................. 33 REF 8 - Draft Concept Note and Agenda of the third Arab Regional Meeting on ........................................... 38 Education 2030 (ARMED III), November 2018 ................................................................................................ 38 REF 9a - 2019 High-Level Political Forum review process ..............................................................................
    [Show full text]
  • Education for Sustainable Development Goals
    Education for Sustainable Development Goals Learning objectives UNESCO EDUCATION SECTOR Background ✓ Publication developed by UNESCO together with a research team at the University of Vechta, Germany to provide guidance on how to address each of the 17 SDGs through Education ✓ Peer-reviewed by experts on ESD and on each of the SDGs from around the world ✓ Launched at the UNESCO Week for Peace and Sustainable Development in Ottawa, Canada in March 2017 ✓ So far available in 4 languages (English, French, Spanish, Portuguese); translation into other languages (Arabic, Russian, Chinese, Serbian…) ongoing UNESCO EDUCATION SECTOR 2 Aims of the Publication ✓ Provide orientation on how to use ESD for learning for the SDGs ✓ Outline indicative learning objectives as well as suggestions and examples for topics and learning activities for each SDG ✓ Describe implementation on different levels from course design to national strategies ✓ Support education officials, policy makers, educators, curriculum developers and others in designing strategies, curricula and lesson plans ✓ Contribute to developing all learners’ capacity to contribute to the achievement of the SDGs within their timeframe until 2030 UNESCO EDUCATION SECTOR 3 Promotion of key competencies for sustainability ✓ Systems thinking competency ✓ Anticipatory competency ✓ Normative competency ✓ Strategic competency ✓ Collaboration competency ✓ Critical thinking ✓ Self-awareness competency ✓ Integrated problem-solving competency ESD enables all individuals to contribute to achieving the SDGs
    [Show full text]
  • CFUW Ottawa, April 13, 2009 Louise Mcleod ''Review SDGS---What They Are and How They Interact, with Special Focus on SGD 4 (Education) and SDG 5 (Gender Equality)''
    CFUW Ottawa, April 13, 2009 Louise McLeod ''Review SDGS---What They Are and How They Interact, with Special Focus on SGD 4 (education) and SDG 5 (gender equality)'' Sustainable Development Goals Good morning everyone and thank you so much for inviting Graduate Women International to this event to speak about the Sustainable Development Goals (SDGs) particularly those goals that pertain to education and gender equality. I am going to spend the next 15 minutes putting the SDGs into a broad perspective and then provide greater detail on the SDGs that are pertinent to this forum, SDG 4 and Education and SDG 5 on gender equality. First some history and an explanation of terms. In 2015, the United Nations Member States, adopted what is known as the 2030 Agenda for Sustainable Development. But what is this agenda and what do we mean by Sustainable Development? The 2030 Agenda is a blueprint, a plan of action for people, our planet and prosperity by providing goals and strategies that improve health and education, reduce inequality, and spur economic growth while at the same time tackling climate change and working to preserve our oceans and forests. It also seeks to strengthen universal peace, recognizing that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and is also an indispensable requirement for sustainable development. What do we mean by sustainable development? Sustainable development is all about meeting the needs of the present, without compromising the needs of the future. It’s about improving the lives of everyone, everywhere, allowing all countries to improve their economies while at the same time taking into consideration the negatives of unbalanced economic growth that impact the environment and human well-being.
    [Show full text]
  • Grading Goal Four
    Grading Goal Four Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access Grading Goal Four Tensions, Threats, and Opportunities in the Sustainable Development Goal on Quality Education Edited by Antonia Wulff leiden | boston Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access This is an open access title distributed under the terms of the CC BY-NC 4.0 license, which permits any non-commercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited. Further information and the complete license text can be found at https://creativecommons.org/licenses/by-nc/4.0/ The terms of the CC license apply only to the original material. The use of material from other sources (indicated by a reference) such as diagrams, illustrations, photos and text samples may require further permission from the respective copyright holder. All chapters in this book have undergone peer review. The Library of Congress Cataloging-in-Publication Data is available online at http://catalog.loc.gov Typeface for the Latin, Greek, and Cyrillic scripts: “Brill”. See and download: brill.com/brill-typeface. isbn 978-90-04-43034-1 (paperback) isbn 978-90-04-43035-8 (hardback) isbn 978-90-04-43036-5 (e-book) Copyright 2020 by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill, Brill Hes & De Graaf, Brill Nijhoff, Brill Rodopi, Brill Sense, Hotei Publishing, mentis Verlag, Verlag Ferdinand Schöningh and Wilhelm Fink Verlag.
    [Show full text]
  • Quick Guide - References to Refugees and Education in Crisis in SDG 4 Policy Documents
    Sustainable Development Goal 4 Quick Guide - References to Refugees and Education in Crisis in SDG 4 Policy Documents There are two key policy documents associated with Sustainable Development Goal 4 (By 2030 ensure inclusive and equitable quality education and promote lifelong learning opportunities for all): Incheon Declaration, which is a policy/political commitment document for SDG 4 Education 2030: Framework for Action, which provides guidance for implementing the Education 2030 agenda. The Framework provides an outline of guiding principles and approaches, as well as indicative strategies for each of the seven Targets and three Means of Implementation for Goal 4. While both documents contain much content that is relevant to education in conflict and crisis settings, the chart below highlights some of the explicit references that can be used to advocate for education for refugee and stateless children and youth and education in conflict and crisis contexts. Education 2030: Incheon Declaration Paragraph 11 11. Furthermore, we note with serious concern that, today, a large proportion of the world’s out-of-school population lives in Political conflict-affected areas, and that crises, violence and attacks on education institutions, natural disasters and pandemics continue commitment to to disrupt education and development globally. We commit to developing more inclusive, responsive and resilient education education in systems to meet the needs of children, youth and adults in these contexts, including internally displaced persons and refugees. conflict and We highlight the need for education to be delivered in safe, supportive and secure learning environments free from violence. We crisis, and for recommend a sufficient crisis response, from emergency response through to recovery and rebuilding; better coordinated refugees national, regional and global responses; and capacity development for comprehensive risk reduction and mitigation to ensure that education is maintained during situations of conflict, emergency, post-conflict and early recovery.
    [Show full text]