Education in an Interconnected World: Ensuring Inclusive and Equitable Development

Education in an interconnected world: Ensuring inclusive and equitable development

Table of content Concept Note and Provisional Programme ...... 3 Global Review of Progress Towards SDG4-Education 2030 Targets and Commitments ...... 13 Regional Review of Progress Towards SDG4-Education 2030 Targets and Commitments ..... 16 Outcome Document - Nairobi Declaration and Call for Action on Education (April 2018) ...... 16 Bangkok Outcome statement (APMED 2030 - July 2018) ...... 20 Cochabamba Agreements (July 2018) ...... 27 Strasbourg Outcome Document – Europe and North America Education 2030 Consultation (October 2018) ...... 29 Amman Outcome Document – Arab Region (November 2018) ...... 32 Forum Session I: 14:00 – 15:15 ...... 36 The Teaching Profession: Strategies to improve the professional status of teachers ...... 36 Validating education achievements - key to opening doors to refugees and migrants ...... 38 Women’s and Girls’ Education: From Commitment to Action ...... 40 Addressing Climate Change through Education for Sustainable Development ...... 42 Forum Session II: 15:30 – 16:45 ...... 44 Ready to Learn: The promise of meeting the target for universal quality pre-primary education ...... 44 Teaching and learning respect for diversity: Diverse approaches to diversity ...... 46 Technical and Vocational skills development and youth employment ...... 48 Higher Education, lifelong learning and the world of work ...... 50 Forum Session III: 17:00 – 18:15 ...... 52 Financing quality education for all: strategies to invest in education equity ...... 52 Technology, Innovation, and the Future of Learning: harnessing technology to expand access and reduce inequity ...... 54 Civil society perspectives, bottlenecks and ways forward in SDG4 implementation ...... 56 Learning throughout life and through multiple pathways ...... 58 Side Event - Global Alliance for Literacy within the Framework of Lifelong Learning (GAL) .. 61 Concept Note for Roundtable on Education and the 2030 Agenda ...... 62 Panel 1 - Empowering People: Ensuring Inclusiveness and Gender Equality ...... 64 Panel 2 - Migration, Forced Displacement and Education ...... 66 Looking Back to Look Forward: Reviewing progress – perspectives across countries ...... 68 A Youth Development Lens on Education 2030 (SDG4) ...... 69 Panel 3 - Teachers and Educators in a Changing Landscape ...... 71 Panel 4 - Skilling and Reskilling for Life and Work ...... 74

Global Education Meeting 2018 / 3-5 December 2018 2

Table of content Concept Note and Provisional Programme Concept Note and Provisional Programme ...... 3 Global Review of Progress Towards SDG4-Education 2030 Targets and Commitments ...... 13 Background Regional Review of Progress Towards SDG4-Education 2030 Targets and Commitments ..... 16 e Education Frameor or Action stiulates tat eriodic Gloal Education eetins alined it te meetin scedule o te ileel olitical Forum F on sustainale deeloment ill e oranied Outcome Document - Nairobi Declaration and Call for Action on Education (April 2018) ...... 16 EC in consultation it te GEducation teerin Committee to reie te GEducation Bangkok Outcome statement (APMED 2030 - July 2018) ...... 20 aenda aainst roress made and to sare outcomes it te aroriate oerall loal ollou and reie mecanisms or te Gs As er tis stiulation a Gloal Education eetin GE ill e oranied in Cochabamba Agreements (July 2018) ...... 27 December 2018 in Brussels, Belgium. The meeting will focus on the HLPF 2019 Theme “Emoerin eole and Strasbourg Outcome Document – Europe and North America Education 2030 Consultation ensuring inclusiveness and equality”, and review progress towards the realization of SDG4 and examine the (October 2018) ...... 29 interlinaes eteen G and Goals ecent Wor and Economic Grot educed neualities Climate action and eace ustice and tron nstitutions ain articular attention to te issue o Amman Outcome Document – Arab Region (November 2018) ...... 32 miration and orced dislacement

Forum Session I: 14:00 – 15:15 ...... 36 Education and development in an interconnected world The Teaching Profession: Strategies to improve the professional status of teachers ...... 36 We lie in an increasinl interconnected and interdeendent orld rinin it it ne leels o comleit Validating education achievements - key to opening doors to refugees and migrants ...... 38 tensions and aradoes Gloal economic rot as come at te eense o ecoloical stress and unsustainale Women’s and Girls’ Education: From Commitment to Action ...... 40 atterns o economic roduction and consumtion Greater ealt and reduction in loal oert as also seen risin leels o ulnerailit roin ineualities and eclusion oreoer roin interconnectedness and Addressing Climate Change through Education for Sustainable Development ...... 42 moilit is also associated it risin intolerance diision and iolence et reater interdeendenc and Forum Session II: 15:30 – 16:45 ...... 44 interconnection also oer ne nolede orions and oortunities or strentened solidarit in our collectie endeaor or inclusie and sustainale uman and social deeloment Ready to Learn: The promise of meeting the target for universal quality pre-primary education ...... 44 Reciprocal linkages between education and development Teaching and learning respect for diversity: Diverse approaches to diversity ...... 46 Education las a e role in uildin sustainale inclusie and resilient societies and as recirocal linaes Technical and Vocational skills development and youth employment ...... 48 it almost all oter oals in te Aenda or ustainale eeloment n one and education Higher Education, lifelong learning and the world of work ...... 50 contriutes to imroed sical and mental ealt romotes ender eualit and can reduce ineualit t increases te roductiit o indiiduals and strentens te otential or economic rot deeloin Forum Session III: 17:00 – 18:15 ...... 52 cometencies and sills needed or decent or and roessional sills needed or sustainale deeloment Financing quality education for all: strategies to invest in education equity ...... 52 includin ater and sanitation reen ener or te conseration o our natural resources Education els eradicate oert and uner and romotes eace te rule o la and resect or uman rits Conersel Technology, Innovation, and the Future of Learning: harnessing technology to expand access roress in oter areas aects education in man as ealtier cildren are more liel to learn etter its and reduce inequity ...... 54 in sustainale roduction atterns or eamle translate into caned demands on te education sstem in terms o educational content as ell as cometencies and sills deeloment n te oter and lac o Civil society perspectives, bottlenecks and ways forward in SDG4 implementation ...... 56 roress on oter Gs includin economic socs enironmental deradation and oert creates arriers to Learning throughout life and through multiple pathways ...... 58 access to education or to educational outcomes

Side Event - Global Alliance for Literacy within the Framework of Lifelong Learning (GAL) .. 61 Migration, forced displacement and education Concept Note for Roundtable on Education and the 2030 Agenda ...... 62 n an era o intensiied loaliation caracteried roound demoraic socioeconomic enironmental Panel 1 - Empowering People: Ensuring Inclusiveness and Gender Equality ...... 64 and tecnoloical cane miration and dislacement are emerin as essential deeloment olic issues Panel 2 - Migration, Forced Displacement and Education ...... 66 While the phenomenon of migration is not new, patterns of migration and mobility in today’s world are caracteried teir unrecedented scale intensit and eteroeneit Wit oer million international Looking Back to Look Forward: Reviewing progress – perspectives across countries ...... 68 mirants crossin international orders in and internal miration itin countries roin to million A Youth Development Lens on Education 2030 (SDG4) ...... 69 eole one in seen ersons no lie outside teir reion o irt “Factors underpinning migration are numerous relatin to economic roserit ineualit demora iolence and conlict and enironmental Panel 3 - Teachers and Educators in a Changing Landscape ...... 71 Panel 4 - Skilling and Reskilling for Life and Work ...... 74 ote tat G on strentenin loal artnersis or sustainale deeloment ill also e reieed as it is eer ear EC etinin Education: oards a loal common ood aris is arara is adated rom te GEducation teerin Committee sumission to te F: tt:unesdocunescoorimaesEd

Global Education Meeting 2018 / 3-5 December 2018 2 change. While the overwhelming maority of people migrate internationally for reasons related to wor, family and study, many people leave their homes and countries for other compelling reasons, such as conflict, persecution and disaster.” The number of people forcibly displaced due to conflict, persecution and natural disasters has also increased substantially, reaching . million people in 201, including both internally displaced persons DPs and refugees. This creates additional barriers to access quality education and places additional pressure on host country education systems, including the challenge of lac of documentation and recognition of educational achievement among refugees. There is insufficient attention to how migration, forced displacement and education interact to influence social and economic mobility. t is therefore crucial to better understand the influence of education on migration and forced displacement, as well as the complex challenges and unique opportunities that movements of people present for education systems and sills acquisition, decent wor and the chance for a dignified life.

Reviewing progress in education towards the 2030 Sustainable Development Goals nsuring the 200 principle of “leaving noone 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 the 201 ncheon Declaration and the ducation 200 Framewor for ction.

HLPF 2019: Empowering people and ensuring inclusiveness and equality:

s the main platform on Sustainable Development, the HighLevel Political Forum HLPF8 has a central role in the followup and review of the 200 Sustainable Development Goals SDGs at the global level. nder the auspices of S, the HLPF examines a set of goals annually, as well as their twoway interlinages as appropriate. The 2019 HLPF Review will be devoted to the theme “Empowering people and ensuring inclusiveness and equality”. This includes an indepth review of SDG 4 together with the following goals

nsure equitable and inclusive quality education and promote lifelong opportunities for all

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent wor for all

educe inequality in people, within and among countries

Tae urgent action to combat climate change and its impact

Promote peaceful and inclusive societies for sustainable development, provide access to ustice for all and build effective, accountable and inclusive institutions at all levels

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development

This will also be the first fouryear cycle against which SDG 4 and its interlinages with other SDGs are reviewed comprehensively during the 2019 nited ations General ssembly Summit. This process aims to facilitate a more indepth review on progress of all goals over the course of a fouryear cycle.

World igration eport 2018. H. ote that the Global ducation eeting will tae place a few days before the member States adopt a ew Global ompact for migration. 8 The forum was created at the nited ations onference on Sustainable Development in une 2012 io20 to provide highlevel policy guidance and promote and review implementation of sustainable development.

4 change. While the overwhelming maority of people migrate internationally for reasons related to wor, family Aim and Expected Outcomes and study, many people leave their homes and countries for other compelling reasons, such as conflict, persecution and disaster.” The number of people forcibly displaced due to conflict, persecution and natural e oa dcation Meeting i roide a igee for for reie of rogress toards te niersa disasters has also increased substantially, reaching . million people in 201, including both internally goa edcation coitents since te adotion of te Agenda for stainae displaced persons DPs and refugees. This creates additional barriers to access quality education and places additional pressure on host country education systems, including the challenge of lac of documentation and eeoent in As sc, it reresents a e iestone in te assessent of effectie oicies and recognition of educational achievement among refugees. There is insufficient attention to how migration, forced strategies and of e caenges it regard to te ieentation of targets and coitents, as e as displacement and education interact to influence social and economic mobility. t is therefore crucial to better of edcationreated targets itin oter deeoent goas draing arge on data fro te understand the influence of education on migration and forced displacement, as well as the complex nstitte for tatistics and anases in te oa dcation Monitoring reorts, te reie i eore e challenges and unique opportunities that movements of people present for education systems and sills estions sc as at strctres and concrete easres, in ter of edcation sector oic, anageent, acquisition, decent wor and the chance for a dignified life. onitoring and financing, ae een t in ace to ensre ieentation of edcation targets and coitents n so doing, it sees to aciee te fooing otcoes  An assessent of crrent rogress toards te ieentation of dcation targets and Reviewing progress in education towards the 2030 Sustainable Development Goals coitents at goa, regiona and nationa ees, and identification of ottenecs ieding rogress nsuring the 200 principle of “leaving noone behind” requires that the right to inclusive and equitable quality  An identification of recoendations for strategic areas reiring oitica gidance andor interention education and lifelong learning opportunities be realized for all children, youth and adults as per the collective for te effectie acieeent of te goa dcation Agenda commitments outlined in the 201 ncheon Declaration and the ducation 200 Framewor for ction.  Agreeent on e oic essages to int into te goa L eie and enera Asse

HLPF 2019: Empowering people and ensuring inclusiveness and equality:  trengtening of coordinated sort for ieentation of dcation

8 s the main platform on Sustainable Development, the HighLevel Political Forum HLPF has a central role Format in the followup and review of the 200 Sustainable Development Goals SDGs at the global level. nder the auspices of S, the HLPF examines a set of goals annually, as well as their twoway interlinages as e treeda eent i consist of appropriate. The 2019 HLPF Review will be devoted to the theme “Empowering people and ensuring A ig Lee ecnica Meeting das incding a or of arae sessions A Leaders’ Meeting for Ministers, ViceMinisters andor eads of deegations das inclusiveness and equality”. This includes an indepth review of SDG 4 together with the following goals nsure equitable and inclusive quality education and promote lifelong opportunities for all ecoe and resentation of eected enar ane deate eieing rogress – ersecties Promote sustained, inclusive and sustainable economic growth, otcoes focsed on interinages eteen across contries edcation and deeoent resentation of draft tcoe full and productive employment and decent wor for all eie of rogress ased on ost recent data, tateent te oa dcation Monitoring ecaing e oic essages fro educe inequality in people, within and among countries reort and oter sorces igLee ecnica egent e caenges and oic efection on resonses rogress and caenges, as e as e Tae urgent action to combat climate change and its impact oic essages fro regiona e caenges and oic constations resonses Promote peaceful and inclusive societies for sustainable development, provide access to ustice for all and build effective, accountable and inclusive institutions at all levels ening stateents fro e ig Strengthen the means of implementation ree consectie series of arae ee reresentaties and revitalize the Global Partnership for Sustainable Development orsos are eing organied artners te first to series i address targets and oic focs areas and This will also be the first fouryear cycle against which SDG 4 and its interlinages with other SDGs are reviewed te interinages it oter s e comprehensively during the 2019 nited ations General ssembly Summit. This process aims to facilitate a tird series i address ssteide isses ee eo for ore detai or more indepth review on progress of all goals over the course of a fouryear cycle. ends at on tis da

World igration eport 2018. H. Forum [Day 1: 3 Dec 2018] ote that the Global ducation eeting will tae place a few days before the member States adopt a ew Global ompact for e or a i e organied and coed dcation teering oittee Meers, and i migration. 8 The forum was created at the nited ations onference on Sustainable Development in une 2012 io20 to provide highlevel offer tree consectie series of arae orsos in eac e first to series of orsos i e policy guidance and promote and review implementation of sustainable development. focsed on rogress in and essons earnt fro ieenting dcation targets and oic coitents,

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hair Director o U Diision o dcation pport and oordination eial doae or e sainale th and alidation o the recommendation o the meetin o Ddcation teerin eelomen Goals ommittee on reional representation iniserresiden elim ren ommni Ddcation teerin ommittee cochairs ie iniserresiden and iniser o daion elim lemis ssistant Directoreneral or dcation, U ommni ssistant Directoreneral or dcation, ational inistry o dcation, oray ssisan ireorGeneral or daion – residen o onener o e i eel This session proides a synthesis o the lessons learnt and a set o ey policy messaes rom national oliial orm and reional eperiences presented in D reies and olntary ational eies s roean ommissioner or daion lre o and ors Director o the U nstitte o tatistics Director o the lobal dcation onitorin eport ectie Director onder o nericanhild ondation or reatie earnin and D dcation teerin ommittee yoth representatie e orld aims a eliminain ender disariies in edaion and ensrin eal aess o all leels o edaion and oaional rainin or e lnerale inldin ersons i disailiies oee rea indienos eole and ose in lnerale siaions is session ilis aieemens as ell as allenes a la aead i reommendaions on moin orard olleiel oards leain no olloin the presentation on Ddcation proress and D olntary ational eies, one and no onr eind countries will share experiences on education systems’ strengthening in meetin the enda air air o oard Gloal arnersi or daion or stainable Deelopment, ided by

eaers hat ne policies or strateies best reflect countries’ commitments to SDG4dcation Gloal ie o daion hat opportnities to rther strenthen alinment o edcation policies and plans ith D Head, Disability Department, Tanzania Teachers’ Union and the ider stainable Deelopment enda olloed lenar deae resentation o national eperiences in strenthenin edcation to meet the enda or stainable Deelopment oals and commitments

hair roessor and Department hair o Deelopment ocioloy, e os o e session ill e o eamine eeie oliies and rorammes o ensre inlsie ornell Uniersity eiale and ali o edaion or all i arilar aenion o mirans and reees e inisters session ill demonsrae and roide eidene on o inlsie edaion or mirans and ose oril dislaed is an asse or indiidals and soieies air ssisan ireorGeneral or daion eaers ireor Gloal daion oniorin eor resentation o national eperiences in strenthenin edcation to meet the enda or ireor o e iision o esiliene and olions nied aions i stainable Deelopment oals and commitments ommission or eees hair ssistant Director eneral or ternal elations and riority rica, olloed lenar U deae inisters eorin oee – oal r and isor sem ar d inanenaire rssel et lnch or all other lobal eetin participants

4 Societal changes such as technological adancements changing forms of globaliation and migration and increasing natural disasters can significantly amplify educational ineualities eachers are one of the most powerful forces in achieing inclusie and euitable education for all but there is a global shortage of ualified teachers his session will discuss emerging challenges for the future of teachers and educators in shaping the societies we want hair Senior Director of ducation orld an Speaers General Secretary ducation nternational Director ducation ommission ollowed by plenary debate

he complexity of the present and future world means that learners must be euipped to naigate unexpected challenges ahead Globaliation new technologies migration changing labour marets and transnational enironmental and political challenges will demand new sills and nowledge needed for wor responsible citienship and life in the twentyfirst century his session will loo at how societal changes are shaping future life and wor sills and the way in which education systems are anticipating these hair Director mployment olicy Department nternational abor rganiation Speaers

Speaers hief perating fficer and interim lan nternational Senior olicy nalyst D hief of Section for sills deelopment ollowed by plenary debate hair inister of ducation and esearch elgium Germanspeaing ommunity

SDGducation Steering ommittee cochairs ssistant DirectorGeneral for ducation S ssistant DirectorGeneral for ducation ational inistry of ducation orway ssistant DirectorGeneral for ducation S inister of ducation and esearch elgium Germanspeaing ommunity

xtraordinary session of the SDGducation Steering ommittee

4 Global Review of Progress Towards SDG4-Education 2030 Targets and Commitments Societal changes such as technological adancements changing forms of globaliation and migration and increasing natural disasters can significantly amplify educational ineualities eachers are one ccording to the ducation ramewor for ction the of Global ducation eetings aligned with of the most powerful forces in achieing inclusie and euitable education for all but there is a the HLPF meeting schedule is “to review the SDG4ducation agenda against progress made and share global shortage of ualified teachers his session will discuss emerging challenges for the future of outcomes with the appropriate oerall global followup and review mechanisms for the SDGs” ( his session teachers and educators in shaping the societies we want addresses the first of these two obecties and is presented by the two entities entrusted with sering the hair Senior Director of ducation orld an international education community in that respect he S nstitute for Statistics S), which is “the official source of crossnationally comparable data on education” ( and the Global ducation onitoring Speaers (GEM) Report, which is “the mechanism for monitoring and reporting on SDG 4 and on education in the other General Secretary ducation nternational SDGs” and for “the implementation of national and international strategies” ( oth entities fulfil their Director ducation ommission responsibilities as part of the oerall SDG followup and reiew ollowed by plenary debate he session will briefly introduce participants to the SDG 4 monitoring framewor and the institutions that hae been set up in order to deelop and refine it t will then reiew the latest eidence from the September S release focusing on the SDG 4 global indicators and on selectie thematic indicators target by target or example with respect to target 4 igure shows that access to education has increased since he complexity of the present and future world means that learners must be euipped to naigate but million children adolescents and youth of primary and secondary school age were still out of unexpected challenges ahead Globaliation new technologies migration changing labour marets school in while progress has stagnated in recent years oreoer million or of children and and transnational enironmental and political challenges will demand new sills and nowledge adolescents do not een learn the basics igure shows that een if children go to school a large proportion do needed for wor responsible citienship and life in the twentyfirst century his session will loo at how societal changes are shaping future life and wor sills and the way in which education systems not achiee minimum proficiency in reading at the end of lower secondary education he presentation will put are anticipating these the spotlight on indicators for which progress can be reported in terms of methodological deelopments country coverage but also actual advances relative to the agenda’s targets. It will then identify areas of concern hair on all these grounds which reuire accelerated wor to pin down indicator definitions data collection efforts Director mployment olicy Department nternational abor rganiation Speaers and progress towards the targets aligned with the recommendations of the ape own Global ction lan for Sustainable Deelopment Data and the Dubai Declaration Speaers hief perating fficer and interim lan nternational igure shows that access to education has increased since but many children adolescents and youth of Senior olicy nalyst D primary and secondary school age are still out of school rogress towards lower outofschool rates has hief of Section for sills deelopment stagnated in recent years ollowed by plenary debate hair inister of ducation and esearch elgium Germanspeaing ommunity

xtraordinary session of the SDGducation Steering ommittee

Source S nstitute for Statistics database

Even if children go to school, many do not learn the basics. Figure shows that in many countries a large proportion of students do not achieve minimum proficiency in reading at the end of lower secondary education.

Source ES Institute for Statistics database.

his will turn the discussion to ey messages that have emerged from the first three GEM reports series education and other SDGs accountability and migration and displacement. brief overview of financing will also be included, noting that of countries do not meet either of the two ey public education financing benchmars. Figure a shows that there are vast disparities in spending between low and high income countries. Low income countries spend only billion, while high income countries spend trillion. Figure b shows that governments account for almost of education spending globally but less than in low income countries, where households and aid account for a large share. Plans for the two net reports on inclusion and the role of nonstate actors will also be presented. Finally, ahead of its first review at the HLPF, an outstanding challenge is to define what will constitute progress between now and in terms of policies and programmes that could be inspired by SDG 4. special publication is being developed to assist efforts in that direction.

otal spending on education by country Distribution of total spending on education by income group and financing source, country income group and financing source, 4 or latest year 4 or latest year

Source Global Education Monitoring Report

Even if children go to school, many do not learn the basics. Figure shows that in many countries a large he session will conclude with for ey improvements in the uantitative and ualitative proportion of students do not achieve minimum proficiency in reading at the end of lower secondary education. monitoring of progress.  he SDG 4 monitoring framewor has a primarily formative role to steer countries to ey education issues. Some of the eisting lal indicats are in need of further development, notably those on teachers, sustainable development and global citienship. selected number of new indicators may also need to be considered during the revision of SDG indicators.  he Framewor for ction had called on target encas to be established through an inclusive process so there is country ownership and common understanding. here has been some progress in collecting national and regional benchmar information, but the remaining challenge is for all countries to commit to develop benchmars.  In addition to uantitative global indicators, countries also call for more guidance from ualitative overviews of licies that can help them accelerate their progress towards the SDG 4 targets. Possible approaches to such policy mapping to steer peer learning will be discussed.  clear a eists in the data collection activities needed to report across all global indicators. n approach to use eisting information to broer between countries producing data and epressing needs and countries (but also agencies, Gs and thin tans) wishing to finance the epanded production of data will be discussed.  he ecnical eatin u, the main forum on SDG 4 monitoring, reuires stronger support to play its coordinating role – but also a broering role as described above – more effectively. hese recommendations have in common a call for the international community to assume a greater responsibility in the financing of global public goods in education.

Following this presentation, the floor will open to uestions from participants. Source ES Institute for Statistics database.

otal spending on education by country Distribution of total spending on education by income group and financing source, country income group and financing source, 4 or latest year 4 or latest year

Source Global Education Monitoring Report

Regional Review of Progress Towards SDG4-Education 2030 Targets and Commitments

Outcome Document - Nairobi Declaration and Call for Action on Education (April 2018) Bridging continental and global education frameworks for the Africa We Want Preamble high‐le an‐African d sub‐regional Pan‐African High‐L 5‐27

4)‐ 16‐ orienting Africa’s frica’s ‐

Building skilled African citizenry as agents of change non‐f

and compulsory pre‐primary education and with the active gender‐responsive ‐of‐sc d non‐formal education; eachers as full‐fledged professionals

Regional Review of Progress Towards SDG4-Education 2030 Targets and Commitments f eveloping and strengthening regional and national ssss sss ensuring their effective use for informing policies and teaching and learning practices and outcomes; sharing good Outcome Document - Nairobi Declaration and Call for Action on Education (April 2018) practices across regions; and increasing investments for regional assessments g aing our co sss o sos f s to include refugees and Bridging continental and global education frameworks for the Africa We Want internally displaced people and increasing investment for ducation in mergencies and rises Preamble h aing the c o more healthy inclusive and safe through adeuate high‐le responses to school‐related violence and discrimination based on gender disability origin race an‐African d sub‐regional ethnicity religion or any other factor Pan‐African High‐L 5 e commit to achieving through 5‐27 a endering all aspects of the education system gender‐sensitive, responsive, and transformative b Implementing the Gender Equality Strategy of CESA 16‐25. c Providing seuality education in schools and tertiary institutions and ensuring access for adolescents

and young people 4)‐

e recognie the importance of improving the relevance of education policies and practices o s ss cocs fo f o and to foster resilient sustainable healthy and peaceful 16‐ orienting Africa’s societies in an interconnected global world and commit to frica’s ‐ a ncreasing euitable access to cc oco co in all its Building skilled African citizenry as agents of change forms and recogniing that should be crosscutting and encompass continuous learning towards entrepreneurship employability capacity building retraining and versatility b Adapting programmescurricula ualifications and pathways offered and epanding labour maret non‐f information systems to cover the fo sco and to better assess and anticipate changing sill needs strengthening sills development to increase reinforce and value the education and training in the informal economy and further enhance Public‐Private Partnerships (PPP).

c ncreasing provision of ffc c os for youth and adults leading to functional proficiency levels integrating sills development for decent wor and livelihood health and responsible citienship d oos by strengthening the development of digital sills and competencies at all levels through partnerships in support of in education including adoption of edia and nformation Literacy L and nternet safety within curricula and integrating s into education and compulsory pre‐primary education and with the active policies incorporating pen ducational esources and assistive technology and creating mobile and online education and training platforms providing euitable access to all learners regardless of their circumstances gender‐responsive e mproving the relevance of teaching and learning by integrating co fo s o ) o s co ) in our education policies and practices at all levels and learning programmes and ensuring critical youth engagement ‐of‐sc 7 e recognie that the transformation of Africa reuires strengthened efforts to move towards knowledge‐ based societies through the advancement of co sc in Africa with special focus on relevance and euitable access strengthening of research and teaching and learning of science technology engineering and mathematics e commit to a f s oo and strengthening national uality assurance systems and allocating necessary resources d non‐formal education; eachers as full‐fledged professionals b trengthening concerted integrated articulated and effective actions and partnerships to achieve the 2 obectives for to develop and implement policies that oo at all levels especially among girls and women and to develop strategies for solving concrete problems such as food security renewable energy climate change emergency response epidemics and calamities

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. ecogniing the potential, strength and leadership of young people, we commit to the systemic cso of o o‐l oos in continental, regional and national education decision‐making, sector dialogue, and monitoring processes.

Building a conducive environment for education transformation in Africa . e recognie the importance of ownership of the CESA16‐25 and SDG4‐Education 2 at continental, regional and national levels, in congruence with wider development ambitions, and that their achievement requires more ocs o co ocs ss in a fo perspective, fostering truly ssm‐ co inter‐ sectoria cooo

1. ecalling the commitment of governments to progressively allocate at least 4‐6 percent of national Gross omestic Product, andor at least 15‐20 percent of total public fo co, in line with the principles of sie, share, sensitivity, and scrutiny, we undertake to a. obilise additional funds for education including innovative financing, national education funds, and consideration of the proposed Africa Education und. b. Advocate for ta reforms to increase public revenue and the share of public resources for education and related social services. c. Ensure more equitable allocation of education resources taking into account diversity, inclusion, and contingency funding for emergencies. d. Allocate targeted resources for recruitment and professional development of teachers and other education personnel. e. Improve efficiency, transparency and accountability (including among other measures optimiing teacher allocation, budget tracking, public ependiture reviewsnational education accounts)

11. e commit to strengthening o ssss oo css for CESA 16‐25 and SDG4‐Education 2030 targets and commitments and using the results of these assessments to improve the performance of education systems, to enhance equity, quality and relevance of educational outcomes at all levels, and to strengthen c cco sc sosss. e further commit to a. Strengthening mechanisms, including EIS, for data collection, analysis, dissemination and use at the national level and data reporting at the regional, continental and global levels for monitoring of progress toward CESA 16‐25 and SDG4‐ Education 2030 b. Epanding spaces for public participation including youth, teacher organiations, as well as media engagement in education dialogue and decision‐making c. urther engaging with parliaments and parliamentarians at national, regional and the Pan‐African Parliament levels to mobilise support for education d. orking with the AIPE and ESCISGE to produce a biennial report monitoring progress on achievement of CESA 16‐25 and SDG4‐Education 2 implementation at continental level e. eviewing legislation on the right to education so that they meet the CESA 16‐25 and SDG4‐Education 2 commitments

12. e commit to improving and strengthening sector‐wide and cross‐sector coordination at continental, regional and national levels for lifelong learning through a. eveloping legal frameworks, policies and strategies b. Strengthening capacities to create and enhance delivery modalities to support fleible learning opportunities that are formally recognied, validated, and accredited c. eveloping mechanisms and tools to operationalise national and regional qualification frameworks () for articulation across sub‐sectors and mobility

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. ecogniing the potential, strength and leadership of young people, we commit to the systemic cso Towards the Future of o o‐l oos in continental, regional and national education decision‐making, sector dialogue, and monitoring processes. 13 ecognising the imortance of strengthening mechanisms for effectie artnershi and coordination at national, regional and continental leels and calling on international and regional organiations, in articular the A, ECs, the Association for Deeloment of Education in Africa ADEA, ESC and SDG4 Building a conducive environment for education transformation in Africa co‐conveners, deeloment banks and other multilateral and bilateral deeloment artners, to ork together to in suort of national education deeloment, e commit . e recognie the importance of ownership of the CESA16‐25 and SDG4‐Education 2 at continental, to regional and national levels, in congruence with wider development ambitions, and that their achievement requires more ocs o co ocs ss in a fo perspective, a Establishing a oint A ‐ , to ensure coordinated consultation, oint fostering truly ssm‐ co inter‐ sectoria cooo action, caacit strengthening, reie, monitoring and reorting on both the continental and global education commitments b etending CESA coordination structure to eisting SDG4 regional 1. ecalling the commitment of governments to progressively allocate at least 4‐6 percent of national coordination mechanisms Gross omestic Product, andor at least 15‐20 percent of total public fo co, in line b Promoting cross‐national echange and the dissemination of successful education olicies and with the principles of sie, share, sensitivity, and scrutiny, we undertake to strategies, building on eisting national and regional communication and knowledge‐management a. obilise additional funds for education including innovative financing, national education funds, and latforms consideration of the proposed Africa Education und. c Promoting education as a ublic good and in the ublic interest b. Advocate for ta reforms to increase public revenue and the share of public resources for education and related social services. 14 e commit to strengthening the global‐regional neus b ensuring that the oice of Africa is reflected in the deliberations of the global SDG‐Education 2030 Steering Committee, the echnical Cooeration Grou c. Ensure more equitable allocation of education resources taking into account diversity, inclusion, and on ndicators, and contribution of inputs for the UN‐led annual HLPF Review process. contingency funding for emergencies. 15 e call for the strengthening of artnershis ith and commitment of international deeloment artners d. Allocate targeted resources for recruitment and professional development of teachers and other in suorting African education deeloment around national riorities, including in lo‐income, fragile education personnel. and conflict‐affected contets, and in romoting innoatie aroaches to education and training e. Improve efficiency, transparency and accountability (including among other measures optimiing 16 We agree to convene the Pan African High‐Leel Conference on Education PACE bienniall to take stock of teacher allocation, budget tracking, public ependiture reviewsnational education accounts) the progress made by Africa and support the implementation of CESA 16‐25 and SDG4‐ Education 2030 and the African nion Agenda 2063 – he Africa e ant, and elcome the roosal of the ingdom of 11. e commit to strengthening o ssss oo css for CESA 16‐25 and orocco to host the net PACE SDG4‐Education 2030 targets and commitments and using the results of these assessments to improve the performance of education systems, to enhance equity, quality and relevance of educational outcomes at 1 e adot this Declaration and Call for Action, and agree to refer it to the A Secialied echnical all levels, and to strengthen c cco sc sosss. e further commit Committee on Education Science and Technology (STC‐EST) for endorsement to a. Strengthening mechanisms, including EIS, for data collection, analysis, dissemination and use at the national level and data reporting at the regional, continental and global levels for monitoring of progress toward CESA 16‐25 and SDG4‐ Education 2030 b. Epanding spaces for public participation including youth, teacher organiations, as well as media engagement in education dialogue and decision‐making c. urther engaging with parliaments and parliamentarians at national, regional and the Pan‐African Parliament levels to mobilise support for education d. orking with the AIPE and ESCISGE to produce a biennial report monitoring progress on achievement of CESA 16‐25 and SDG4‐Education 2 implementation at continental level e. eviewing legislation on the right to education so that they meet the CESA 16‐25 and SDG4‐Education 2 commitments

o co 1 ‐ c 1 1 ‐ 1

Bangkok Outcome statement (APMED 2030 - July 2018) Regional Recommendations for Action on SDG targets 4.3 and 4.

y ensue equal access all en and en t adale and quality tecnical vcatinal and tetiay educatin includin univesity y sustantially incease te nue yut and adults ave elevant sills includin tecnical and vcatinal sills elyent decent and enteeneusi

Background Asia and the Pacific is one of the largest and fastest‐growing regions in the world in terms of economic and social development. n line with global economies, this region is eperiencing changes associated with the Fourth ndustrial Revolution. Despite notable achievements in economic growth in recent decades, euity in growth continues to be elusive, resulting in increasing ineuality.10 The Asia Pacific region is also home to the largest share of the youth population in the world. uilding skills for nformation and Communication Technologies (ICT), sustainability, entrepreneurship as well as ‘foundational and transferable skills’11 are critical to empower learners to become more resilient, adaptable to rapid change and drivers of their own future. The Sustainable Development Goals (SDGs) recognie the urgent need to bridge the worlds of education and employment and ensure a solid educational and skills foundation for all, including young people to make that leap to the world of work Following the decision at the first official meeting of the SDG4 National Coordinators’ Network Meeting (7 July 201), the 4th Asia‐Pacific Meeting on Education 2030 (APMED2030) specifically focused on target 4.3 (equitable access to Technical and Vocational Education and Training and tertiary education) and target 4.4 (relevant skills for work) and eplored progress and challenges towards implementing and monitoring skills development and outcomes through formal, non‐formal and informal education and training. This Regional Recommendations for Action on SDG targets 4.3 and 4.4 serves as the main outcome document of the 4th APED2030, informed by the diverse perspectives of delegates in the 4th APED2030 and represents the collective commitment of the members of the SDG4‐Education 2030 Asia‐Pacific Regional Coordination mechanism.

Context and rationale As with the previous years, the 4th APED2030 consisted of two parts, the first part being the technical meeting, focused on SDG targets 4.3 and 4.4 within the context of Asia‐Pacific and under the overarching theme of “Transforming Learning: Meeting the skills demand to achieve the SDGs in the Asia‐Pacific”. The second part convened the 2nd National Coordinators’ Network Meeting to discuss the regional preparation for the Global Education eeting (GE, December 201) and the global review of SDG4 in 201. Three days prior to the 4th APED, the global Technical Consultation eeting on the future of Education for Sustainable Development (ESD) was held in angkok. This meeting provided an opportunity for ember States to discuss ways to advance ESD in the region given its crucial relevance to attaining the 1 SDGs, especially SDG4. eing a cross cutting concern, ESD was one of the thematic issues of focus in the technical discussions of the 4th APED. The 4th APED meeting focused on five thematic issues with respect to the overarching concern on “skills” for youth and adults through formal, non‐formal and informal approaches: (i) ensuring inclusion, gender equality and equity in learning in the second decade; (ii) digital skills; (iii) school‐towork transition; (iv) strengthening

10 UN ESCAP, 201, nequality in sia and te aciic in te ea te enda ustainale evelent 11 Add footnote on diversity of reference to skills – 21st century skills, transversal skills, soft skills, foundation and transferable skills, etc.

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Bangkok Outcome statement (APMED 2030 - July 2018) qualification frameworks to promote mobility and employability; and (v) mainstreaming ESD as a key enabler of SDGs. Regional Recommendations for Action on SDG targets 4.3 and 4. Participants shared and discussed innovative policies and practices to improve and address skills development. Effective strategies for developing new learning pathways by linking secondary education reform with greater access to quality TET and tertiary education to improve employability were also identified to enable young y ensue equal access all en and en t adale and quality tecnical people to adapt to changing labour market dynamics across Asia and the Pacific. hile young people can drive vcatinal and tetiay educatin includin univesity economies and societies to be more vibrant and productive, it was recognied that this potential could only be y sustantially incease te nue yut and adults ave elevant sills realized if they benefit from life‐long learning from early childhood to adolescence and adulthood. Similarly, includin tecnical and vcatinal sills elyent decent and enteeneusi learning pathways are critical for out of school and second chance learners both to ensure gender inclusivity in the labour force and to redress issues of poverty and exclusion.

A need for rethinking of digital skills was raised to ensure the relevance of policy responses to the breadth and depth of the rapidly changing nature of the digital skills demand. hile defining futureproof digital skills is Background important, it should not be forgotten that basic ICT skills are considered as one of the fundamental skills, together with literacy and numeracy, needed to effectively benefit from and participate in sustainable and Asia and the Pacific is one of the largest and fastest‐growing regions in the world in terms of economic and social inclusive social and economic development for all. Provision of quality and equal access to infrastructure and development. n line with global economies, this region is eperiencing changes associated with the Fourth relevant training at all levels, including the need to continuously capacitate and support teachers, were ndustrial Revolution. Despite notable achievements in economic growth in recent decades, euity in growth emphasied as critical means to mainstream digital skills. continues to be elusive, resulting in increasing ineuality.10 The Asia Pacific region is also home to the largest share of the youth population in the world. uilding skills for nformation and Communication Technologies Monitoring of targets 4.3 and 4.4 was found to be most challenging for various reasons such as, but not limited (ICT), sustainability, entrepreneurship as well as ‘foundational and transferable skills’11 are critical to empower to: (a) multiplicity of data sources; (b) non‐availability and quality of data including lack of disaggregated data; (c) learners to become more resilient, adaptable to rapid change and drivers of their own future. The Sustainable fragmented institutional settings and legal frameworks; and (d) inadequate technical and financial resources Development Goals (SDGs) recognie the urgent need to bridge the worlds of education and employment and available for better monitoring. There is also a significant gap in data linking education and training outcomes ensure a solid educational and skills foundation for all, including young people to make that leap to the world of with successful entry to the labour markets andor decent work. Participants highlighted the challenge in work accessing the subnational, as well as national, data for evidence‐based policy making and resource distribution. hile global process of methodological development is very encouraging, there is a need for strategies to Following the decision at the first official meeting of the SDG4 National Coordinators’ Network Meeting (7 July translate and contextualie this process at the national level. 201), the 4th Asia‐Pacific Meeting on Education 2030 (APMED2030) specifically focused on target 4.3 (equitable access to Technical and Vocational Education and Training and tertiary education) and target 4.4 (relevant Participants also recognied the importance of convergence and forging partnerships beyond the education skills for work) and eplored progress and challenges towards implementing and monitoring skills development sector in achieving SDG targets 4.3 and 4.4, in particular with other ministries ( for example abour and and outcomes through formal, non‐formal and informal education and training. Industry), the private sector and employers, and civil society. These partnerships can ensure that education and skills development lead to decent work and inclusive economic growth. Furthermore, countries can also benefit This Regional Recommendations for Action on SDG targets 4.3 and 4.4 serves as the main outcome document of th from inter and intra‐regional collaboration, as well as south south‐north triangular cooperation as a means to the 4 APED2030, informed by the diverse perspectives of delegates in the 4th APED2030 and represents increase financing in education and skills development. the collective commitment of the members of the SDG4‐Education 2030 Asia‐Pacific Regional Coordination Participating countries also identified the need for: mechanism. ) increased financing for education; Context and rationale 2) systems change and coherence; and As with the previous years, the 4th APED2030 consisted of two parts, the first part being the technical meeting, 3) strengthened public‐private partnerships. focused on SDG targets 4.3 and 4.4 within the context of Asia‐Pacific and under the overarching theme of The outline of the draft outcome document presented at the 2nd meeting of the SDG4 National Coordinators’ “Transforming Learning: Meeting the skills demand to achieve the SDGs in the Asia‐Pacific”. The second part Network on 4 July 20, and subsequently shared electronically for review and acceptance by stakeholders, convened the 2nd National Coordinators’ Network Meeting to discuss the regional preparation for the Global includes the following set of regional recommendations that are to be carried out by all stakeholders, including Education eeting (GE, December 201) and the global review of SDG4 in 201. the private sector, in 2018‐2019. th Three days prior to the 4 APED, the global Technical Consultation eeting on the future of Education for Recommendations for action Sustainable Development (ESD) was held in angkok. This meeting provided an opportunity for ember States to discuss ways to advance ESD in the region given its crucial relevance to attaining the 1 SDGs, especially The following recommendations are addressed to all key stakeholders of SDG4‐Education 2030: governments, SDG4. eing a cross cutting concern, ESD was one of the thematic issues of focus in the technical discussions of internationalregional organiations, CSNGs, academia, media, the private sector, teacher education the 4th APED. institutions and schools, communities, youth and parents. For effective implementation, it will be necessary to prepare follow‐up and monitoring mechanisms in each Member State, as well as integrated national‐level plans th The 4 APED meeting focused on five thematic issues with respect to the overarching concern on “skills” for of action, indicating not only activities, but also shared tasks and responsibilities. Many of the follow‐up actions youth and adults through formal, non‐formal and informal approaches: (i) ensuring inclusion, gender equality below will require the involvement of several actors. and equity in learning in the second decade; (ii) digital skills; (iii) school‐towork transition; (iv) strengthening

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A The following recommendations are specifically addressed to the most marginalized, with particular attention to girls and women, adolescents and youth with disabilities, migrants, ecluded indigenous groups, refugees, and the poor.

Government (Ministries of 1. eview and establish appropriate legalnormative frameworks to ensure Education and other inclusion, equity and gender equality in secondary education, alternative learning Ministries of related to pathways and skills development. social and human 2. mprove coordination in the implementation of education and skills frameworks, development e.g. health, and policies to ensure community networks and multisectoral solutions, including finance) links to health and social protection while also reflecting the country contet and values.

Government, private 3. Improve the access and quality of secondary and post‐secondary education sectors, development pathways, services, provision and governance (formal, non‐formal, alternatives, partners fleible models, etc.) with special attention given to the most marginalized group. 4. ll secondary education, including TET, should aim at developing both foundational and transferrable skills linked to basic livelihoods training to encourage a holistic development of the individual and the communities in which they participate.

. Greater public and private investments in expanding affordable, accessible, user‐ friendly, learning opportunities most marginalized groups, who have not completed schooling with recognition of prior learning and bridging courses that lead to decent work.

Government (Ministry of . Targeted financial support should be made available with special attention given Education and Ministry of to the most marginalized groups and communities, to access accredited skills inance), development development programmes, including through secondary education options and partners, private sector TET courses.

. Ministries of education financing to schools, should include a strong equity‐based formula, and ministries and partners, including s, should support those education programs to serve the adolescents and youth most at risk of eclusion.

12 “Lead stakeholder(s)” means that one of the key stakeholders identified for the action area will be responsible for/expected to take the action forward with or without other stakeholder partners. This does not eclude the fact that other stakeholders have no interest or responsibility to respond and take action on the recommended point.

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A A ational and local The following recommendations are specifically addressed to the most marginalized, with particular attention to dvocate with communities and parents to ensure that the most marginalied governments, Gs youth, girls and women, adolescents and youth with disabilities, migrants, ecluded indigenous groups, refugees, and youth have access to quality secondary education and skills development with development partners, the poor. learning environments (formal, non‐formal or informal), which are gender and students, parents and disability inclusive, including in the most remote areas communities trengthen political will and financing towards making more accessible quality education and skills development to the most vulnerable youth and women in Government (Ministries of poverty 1. eview and establish appropriate legalnormative frameworks to ensure Education and other inclusion, equity and gender equality in secondary education, alternative learning stablish and implement realistic quotas and targets to increase and maintain Ministries of related to pathways and skills development. enrolments for job‐related training for women and girls, especially in emergent social and human and non‐traditional jobs, occupations and industries 2. mprove coordination in the implementation of education and skills frameworks, development e.g. health, and policies to ensure community networks and multisectoral solutions, including finance) links to health and social protection while also reflecting the country contet and A values. Government, private ake continuous effort to provide and maintain infrastructure to support the Government, private sectors, 3. Improve the access and quality of secondary and post‐secondary education sectors, development provision, scope and type of digital skills needed for social and economic development partners pathways, services, provision and governance (formal, non‐formal, alternatives, partners participation, employment, decent obs and entrepreneurship for youth and adults fleible models, etc.) with special attention given to the most marginalized group. to ensure relevance to a changing and connected world 4. ll secondary education, including TET, should aim at developing both foundational and transferrable skills linked to basic livelihoods training to rovide inclusive quality access to I infrastructure and relevant digital skills Government encourage a holistic development of the individual and the communities in which training for all, with deliberate attention to avoiding digital divides and they participate. empowering the marginalied and vulnerable groups, including persons with disabilities (s), girls and women, migrants, elderlies and rural communities Elevate teachers’ capacity in mainstreaming ICT in their teaching practices through Government, s, private . Greater public and private investments in expanding affordable, accessible, user‐ continuous professional development and support as well as digital skills curricula sector friendly, learning opportunities most marginalized groups, who have not and assessment packages Governments need to monitor and coordinate I completed schooling with recognition of prior learning and bridging courses that solutions and determine the most relevant and affordable technologies and lead to decent work. ensure cost effectiveness

Government (Ministry of . Targeted financial support should be made available with special attention given Education and Ministry of trengthen partnerships with the private sector to keep the digital skills training in ll stakeholders to the most marginalized groups and communities, to access accredited skills inance), development formal, non‐formal and informal learning settings relevant to the needs of industry development programmes, including through secondary education options and partners, private sector and labour market TET courses.

. Ministries of education financing to schools, should include a strong equity‐based nhance research capacity on digital skills for girls and women to clearly esearch institutions formula, and ministries and partners, including s, should support those understand the reasons behind the lack of their engagement with digital education programs to serve the adolescents and youth most at risk of eclusion. technology or in I industries and facilitate the data informed policy intervention to address the issue

A o address the skills mismatch between school curriculum and the labour market Promote inter‐ministerial coordination to ensure a continuum of foundational, Government transferable and vocational skills development for young people, including in secondary education reform

romote improved gender sensitive labour market information, career guidance, ll stakeholders including and ob placement including by using digital technologies and social media students, youth, parents and communities

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Promote systemic cooperation of private sector and workers’ organizations in the overnment, private design (curricula) and promotion of work‐based learning (apprenticeship, internship, sector, worers etc) organiations Promote greater public‐private partnership to enhance investment in education, overnment, private sector sills development and apprenticeship ndertae chool to or Transition urveys including surveys of industry demand ational researchtechnical and youth aspirations to help shift from supply‐driven to demand‐driven education institutions and training systems

A To improve the relevance and uality of TET and sills training provisionsprogrammes eform the teacher development, management and evaluation systems for overnment secondary and TET teachers in coordination with relevant sectors and upgrade their ualifications

trengthen the coordination mechanisms and cooperation between TET and TET Institutions, other education sectors, training centers, labour and employment sectors, industry private sector and national organiations to empower the most marginalied and integrate them in the world of wor

evelop appropriate policies, programmes and communication strategies to overnment, youth, Cs provide women, girls, youth and persons with disabilities, with eual opportunities to learn, develop and strengthen their nowledge, sills and competencies

Set standards for sub‐regional mutual recognition of skills to facilitate recognition overnment of sills and ualifications, and facilitate mobility of worers across borders

Ensure relevance of TET provisions to the labour maret by establishing TET ll staeholders tripartite governance mechanisms (government, employers and worers organiations)

ndertae labour maret analysis in order to have joint public private sills ational researchtechnical foresights, scenarios and forecasts with focus on leading economic sectors and institutions ensure that results inform TET policies and programmes

Identify a recognition authority, either governmental or nongovernmental that is overnment officially authoried by government, to mae decisions on the recognition of national and foreign ualifications

dvocate the importance of integrated ualifications framewors based on country overnment, Cs specific needs ational ualifications framewors need to lin TET and higher education with the aim to promote the effective use of learning outcomes and diverse learning pathways and enhance standardisation of ualifications at various levels

With reference to the language from the Tokyo Convention is as follows: “Competent Recognition Authority means a governmental or non‐governmental body officially authorised by government with making decisions on the recognition of foreign qualifications” http://portal.unesco.org/en/ev.php‐URL_ID=48975&URL_DO=DO_TOPIC&URL_SECTION=201.html

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Review post‐secondary programmes to ensure relevancy to current and future overnment, national domestic and regional labour marets, job creation and entrepreneurship ensuring researchtechnical . Promote the use of technology to ensure equal access to lifelong learning, Promotion: overnment engagement with a full range of staeholderssectors institutions including to deliver recognized and/or accredited higher education courses and Operational: national Promote systemic cooperation of private sector and workers’ organizations in the overnment, private training from the public and private sector. institutions (e.g. design (curricula) and promotion of work‐based learning (apprenticeship, internship, sector, worers universities) etc) organiations 4. Develop systems and measures to recognize prior and eperiential learning in overnment Promote greater public‐private partnership to enhance investment in education, overnment, private sector higher education, including processes for individuals to seek recognition of sills development and apprenticeship previous training, work eperience, professional development, professional licensing and examinations, and other work‐based education and training ndertae chool to or Transition urveys including surveys of industry demand ational researchtechnical and youth aspirations to help shift from supply‐driven to demand‐driven education institutions 5. Scope different modalities for delivery and assessment (including Recognition of overnment and training systems Prior Learning, and secondary‐tertiary pathways) to increase access and participation, including outreach to the most vulnerable through bridging courses.

. Ratify and implement the Tokyo Convention to promote mobility and fair overnment A recognition of qualifications. To improve the relevance and uality of TET and sills training provisionsprogrammes A eform the teacher development, management and evaluation systems for overnment secondary and TET teachers in coordination with relevant sectors and upgrade their ualifications 1 Ensure/strengthen collection, synergies, analysis and full utilization of All stakeholders trengthen the coordination mechanisms and cooperation between TET and TET Institutions, disaggregated data on marginalized populations to ensure comprehensive and other education sectors, training centers, labour and employment sectors, industry private sector inclusive monitoring of targets 4. and 4.4. and national organiations to empower the most marginalied and integrate them in the world of wor 2. oster practices for, and build capacity in, data literacy, collection and sharing overnment (incl. among and between ministries and relevant institutions, including national and subnational/provincial) evelop appropriate policies, programmes and communication strategies to overnment, youth, Cs local government and communities, to utilize multiple data sources to provide women, girls, youth and persons with disabilities, with eual opportunities systematically monitor targets 4. and 4.4. to learn, develop and strengthen their nowledge, sills and competencies . Develop regional frameworks and country standardized methodologies to overnment ensure that the targets 4. and 4.4 are properly monitored across the region in Regional and national Set standards for sub‐regional mutual recognition of skills to facilitate recognition overnment coherent, comparable and technically sound manners. technical/research of sills and ualifications, and facilitate mobility of worers across borders institutions 4. Design and implement an appropriate regional capacity programme to set up a Regional Thematic Ensure relevance of TET provisions to the labour maret by establishing TET ll staeholders well‐coordinated national monitoring mechanism for targets 4.3 and 4.4 as part Working roup (RTW) tripartite governance mechanisms (government, employers and worers of the comprehensive national SDG‐4 monitoring mechanism. – Education 200 organiations)

ndertae labour maret analysis in order to have joint public private sills ational researchtechnical Synergize full utilization of all data sources (e.g. administrative, household All stakeholders foresights, scenarios and forecasts with focus on leading economic sectors and institutions survey and assessment data, etc.) to provide policy relevant information to ensure that results inform TET policies and programmes better implement and monitor the progress on targets 4. and 4.4.

A Looking ahead: Building new learning pathways for adolescents and youth for lifelong learning in the Asia‐Pacific region

Identify a recognition authority, either governmental or nongovernmental that is overnment National policies and programs related to the achievements of these targets on TET and tertiary education officially authoried by government, to mae decisions on the recognition of need to be holistic and within the broad framework of skills for life, work and sustainable development. This national and foreign ualifications means that policies related to 4. and 4.4 cannot be developed without the interconnectedness of the other targets, especially 4.1 (including secondary education), 4.5 (gender equality and inclusion), 4. (youth and adult dvocate the importance of integrated ualifications framewors based on country overnment, Cs literacy) and 4.7 (ESD and lobal Citizenship Education) and SD 8 (Decent Work and Economic rowth). It specific needs ational ualifications framewors need to lin TET and higher should be noted that “foundation and transferable, transversal, soft skills” essential for work and life starts with education with the aim to promote the effective use of learning outcomes and diverse achieving SD 4.2 (Early Childhood Development). learning pathways and enhance standardisation of ualifications at various levels This set of recommendations is a collective epression of all participants at the 4th APED200 to work together in the coming years and use them to guide the national and sub‐regional actions to meet the following With reference to the language from the Tokyo Convention is as follows: “Competent Recognition Authority means a governmental or milestones of the Regional Roadmap for SDG4‐Education2030 to advance progress in SDG targets 4.3 and 4.4: non‐governmental body officially authorised by government with making decisions on the recognition of foreign qualifications” http://portal.unesco.org/en/ev.php‐URL_ID=48975&URL_DO=DO_TOPIC&URL_SECTION=201.html

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‐ Revise and update national policies and programmes to ensure a holistic education environment that encompasses secondary education, E, tertiary and adult education within a lifelong learning context and to ensure no one is left behind from availing to the diverse learning opportunities and pathways ‐ Provide feedback to the national and regional monitoring frameworks of SDG4 ‐ Report back on the progress made on the actions recommended at PED2030 in 2020 ‐ Use as the baseline reference for the Regional SDG4‐Education 2030 Mid‐Term Review SDG4R) in 2023. Finally, in order to move the overall SDG4‐Education 2030 agenda forward in the Asia‐Pacific region, countries, gencies, SG partners and all other stakeholders, agreed to coordinate their efforts with the following principles strongly grounded in all levels and areas of action: ‐ the euity agenda as key driver in the achievement of SDG targets 4.3 and 4.4, to reduce the marginaliation of girls and woman, children with disabilities, isolated population, among others, and to enhance female participation in the formal labour force ‐ nvolve communities, youth and other partners to improve targets 4.3 and 4.4 related policies and services ‐ nvest in as indispensable means to deliver results ‐ mprove the cross‐sectoral and inter‐institutional actions ‐ to achieving results for all. hese Regional Recommendations for ction on SDG targets 4.3 and 4.4 was formally adopted by the members of the SDG4 National Coordinators’ Network by virtual sharing on 3 August 2018. e datin te dcuent as led y te atin u cnsistin te llin ees ‐ r. Saifiddin Dalvatoda, aikistan entral sia) ‐ s. Shinobu amaguchi, apan East sia) ‐ r. d. ahamud l oue, angladesh South sia) ‐ s. anittha anirattisai, hailand Southeast sia) ‐ s. Danielle ochrane ook slands Pacific) ‐ s. ecilia Soriano, SPE ‐ s. Elaine utler, SPE ‐ r. ulien agnat, L ‐ s. aki ayashikawa, ES angkok ‐ r. yi yi haung, ES angkok ‐ s. malia Serrano, ES angkok ‐ r. ark anns, ES angkok ‐ r. esley Robert eter, ES angkok ‐ s. onghwi Park, ES angkok ‐ s. Lina enete, ES lmaty ‐ r. rancisco enavides, E EPR ‐ s. rmila Sarkar, E RS

‐ 2

‐ Revise and update national policies and programmes to ensure a holistic education environment that ocaaa Agreeens encompasses secondary education, E, tertiary and adult education within a lifelong learning context and to ensure no one is left behind from availing to the diverse learning opportunities and pathways egional solidarit to reach SDG‐ in Latin America and the ariean.

‐ Provide feedback to the national and regional monitoring frameworks of SDG4 e te inistes ducatin atin eica and te aiean and ilevel venent eesentatives ‐ Report back on the progress made on the actions recommended at PED2030 in 2020 tete it eesentatives nited atins aencies einal aniatins civil sciety aniatins and te atnes te enda ustainale evelent ‐ Use as the baseline reference for the Regional SDG4‐Education 2030 Mid‐Term Review SDG4R) in 2023. Considering tat in te earation of enos Aires adoted dring te eeting of inisters of Edation ed on and anar inisters of Edation of Latin Ameria and te Cariean igee goernment Finally, in order to move the overall SDG4‐Education 2030 agenda forward in the Asia‐Pacific region, countries, reresentaties togeter it reresentaties of United Nations agenies regiona organiations ii soiet gencies, SG partners and all other stakeholders, agreed to coordinate their efforts with the following organiations and oter artners of te Agenda for te Sstainae eeoment ommitted to deeo a principles strongly grounded in all levels and areas of action: roadma for te imementation of S – E at te regiona ee tat inded oordinating ‐ the euity agenda as key driver in the achievement of SDG targets 4.3 and 4.4, to reduce the ommniation and monitoring meanisms tat resond to te eetations reaities and edationa marginaliation of girls and woman, children with disabilities, isolated population, among others, and to riorities of te region enhance female participation in the formal labour force Reogniing tat in te aforementioned meeting te artiiants reaffirmed OREALC/UNESCO Santiago’s ‐ nvolve communities, youth and other partners to improve targets 4.3 and 4.4 related policies and regiona oordination roe of te SE and rged te oonenors of te mentioned Agenda UNESCO services UNCE UNCR LO UN omen UN UNA and te ord an and oter reeant ators in te region to ‐ nvest in as indispensable means to deliver results ensre oerene and deeo oint ations to sort its imementation

‐ mprove the cross‐sectoral and inter‐institutional actions Considering tat OREALC/UNESCO Santiago organied to enia oo eetings to te Regiona ‐ to achieving results for inisteria eeting of enos Aires in Ari and erar to draft a Roadma for te imementation all. of S–E in Latin Ameria and te Cariean eeting artiiants omrised of te rrent hese Regional Recommendations for ction on SDG targets 4.3 and 4.4 was formally adopted by the members reresentaties of te Latin Amerian and Cariean ontries on te oa SEdation Steering of the SDG4 National Coordinators’ Network by virtual sharing on 3 August 2018. Committee Argentina rai and oiia a reresentatie from a Cariean ontr eeted RULAC e datin te dcuent as led y te atin u cnsistin te llin ees renada as e as UNESCO and UNCE sregiona and regiona organiations CARCO CECC–SCA OAS and OE and reresentaties of ii soiet and teaer organiations CLAE and Edation nternationa ‐ r. Saifiddin Dalvatoda, aikistan entral sia)

‐ s. Shinobu amaguchi, apan East sia) Considering te deate arried ot and onsenss reaed at te Regiona inisteria eeting in Coaama ‐ r. d. ahamud l oue, angladesh South sia) e agree to ‐ s. anittha anirattisai, hailand Southeast sia) Adot te Roadma it its oordination meanisms for te imementation of SE in Latin ‐ s. Danielle ochrane ook slands Pacific) Ameria and te Cariean Anne t onsists of a referene frameor for te deeoment and imementation of regiona ations and reommendations to sort nationa imementation so tat ‐ s. ecilia Soriano, SPE emer States adane in a oordinated and oerent manner in te deeoment of oiies and ations ‐ s. Elaine utler, SPE in temes tat ae een rioritied te region ait edation eit and insion teaers and ‐ r. ulien agnat, L edation orers and ifeong earning ‐ s. aki ayashikawa, ES angkok Ca on OREALC/UNESCO Santiago to faiitate te estaisment and fntioning of a oordination ‐ r. yi yi haung, ES angkok meanism tat i romote te imementation of te Roadma and ensre reresentation oordination and ommniation eteen te inistries of Edation of te emer States and oter ‐ s. malia Serrano, ES angkok reeant regiona ators e meanism i e omosed of ‐ r. ark anns, ES angkok a Regiona Steering Committee i e omosed of e artners it te ‐ r. esley Robert eter, ES angkok fooing strtre and oring modaities ‐ s. onghwi Park, ES angkok ased on te rinies of reresentation insion rotation and oerene te gro i e omrised ‐ s. Lina enete, ES lmaty of to memers ‐ r. rancisco enavides, E EPR  e Latin Amerian and Cariean ontr reresentaties in te oa SEdation Steering Committee and additiona seen emer States to from Sot Ameria to from ‐ s. rmila Sarkar, E RS Centra Ameria and eio and tree from te Cariean tat i e eeted emer States of ea region

 ‐ UNESCO and UNCE i ae ermanent seats and a tird seat i e oied on a rotationa asis one oter oonening agen  CARCO CECCSCA OAS and OE  on a rotationa asis in aignment it te oa SEdation Steering Committee it regiona and/or sregiona oerage

‐ 2 ‐

i e eerised OREALC/UNESCO Santiago and i sort te Regiona Steering Committee in te imementation of te Roadma e Regiona Steering Committee i estais for oring ros tat i arr ot seifi atiities to adane te imementation of te Roadma in ea of te fooing areas i Reie onitoring and Reorting ii oiies and Strategies iii Adoa and Commniation i inaning and oernane e oring ros ma as needed inde tenia eerts to roide sort Ca on te Regiona Steering Committee it te sort of OREALC/UNESCO Santiago in its roe as Eetie Seretariat and in onstation it a emer States to aiitate te imementation of te Roadma for te eriod – and deeo a rogress reort to resent at te net Regiona Edation inisteria eeting organised OREAL/UNESCO Santiago togeter it a ost emer State n tis frameor te mementation Roadma i e reieed reised and redesigned as neessar for te fooing ase romote greater artiation eteen regiona edationa ministeria meetings agendas and oring ans of te different regiona and sregiona organisations it te aim of reating etter snergies to adane te imementation of te Roadma raft a roosa for finania tenia and man resore moiiation to enane regiona and internationa ooeration for edation in Latin Ameria and te Cariean inding SotSot ooeration eeo regiona ommniation and adoa strategies on te imortane of te rinies of te S Edation Agenda and te imementation of te Roadma Ensre tat te Regiona Steering Committee is in ose oordination it te RULAC and te oa SEdation Steering Committee Entrst OREALC/UNESCO Santiago it te resonsiiit togeter it a ost emer State to organie a Latin Amerian and te Cariean Regiona Edation inisteria eeting eer to or tree ears fooing te agreement of te emer States in oordination it te Regiona Steering Committee eeo or ans to aign nationa and oa oiies to S–E taing into onsideration nationa and regiona riorities Strengten intersetora oaoration to sort te aieement of te Agenda Ca on te Regiona Steering Committee to oordinate regiona erseties it RULAC reresentaties aong it te oa Steering Committee in te oa Edation eeting and te ig Lee oitia orm to ensre tat edation is e refeted in te S ontar Nationa Reies NRsEngage ot and adts to adane te imementation of S – E and a on te Regiona Steering Committee to eore modaities for teir artiiation in regiona oordination meanisms

e tan te eoe and te oernment of te rinationa State of oiia for organiing te Regiona eeting of inisters of Edation of Latin Ameria and te Cariean itin te frameor of te S– E and e anoedge te or deeoed its inistr of Edation in te rearation of tis fndamenta roess to garantee te rigt of a ersons to an eitae and insie ait edation trogot ife

‐

i e eerised OREALC/UNESCO Santiago and i sort te Regiona rasorg coe ocen – roe an or Aerica caion onsaion Steering Committee in te imementation of te Roadma coer e Regiona Steering Committee i estais for oring ros tat i arr ot seifi atiities to adane te imementation of te Roadma in ea of te fooing areas i Preae Reie onitoring and Reorting ii oiies and Strategies iii Adoa and Commniation i inaning and oernane e oring ros ma as needed inde tenia eerts to roide sort Ca on te Regiona Steering Committee it te sort of OREALC/UNESCO Santiago in its roe as Eetie Seretariat and in onstation it a emer States to aiitate te imementation of te Roadma for te eriod – and deeo a rogress reort to resent at te net Regiona Edation inisteria eeting organised OREAL/UNESCO Santiago togeter it a ost emer State n tis frameor te mementation Roadma i e reieed reised and redesigned as neessar for te fooing ase romote greater artiation eteen regiona edationa ministeria meetings agendas and oring ans of te different regiona and sregiona organisations it te aim of reating ultation addressed four priority areas. Serving as the region’s etter snergies to adane te imementation of te Roadma raft a roosa for finania tenia and man resore moiiation to enane regiona and “Empowering people and ensuring inclusiveness and equality”. internationa ooeration for edation in Latin Ameria and te Cariean inding SotSot ooeration e rig o ecaion for igrans refgees isace ersons an as seeers eeo regiona ommniation and adoa strategies on te imortane of te rinies of te S Edation Agenda and te imementation of te Roadma Ensre tat te Regiona Steering Committee is in ose oordination it te RULAC and te oa SEdation Steering Committee Entrst OREALC/UNESCO Santiago it te resonsiiit togeter it a ost emer State to organie a Latin Amerian and te Cariean Regiona Edation inisteria eeting eer to or tree ears fooing te agreement of te emer States in oordination it te Regiona Steering Committee eeo or ans to aign nationa and oa oiies to S–E taing into onsideration nationa and regiona riorities Strengten intersetora oaoration to sort te aieement of te Agenda Ca on te Regiona Steering Committee to oordinate regiona erseties it RULAC reresentaties aong it te oa Steering Committee in te oa Edation eeting and te ig Lee oitia orm to ensre tat edation is e refeted in te S ontar Nationa Reies NRsEngage ot and adts to adane te imementation of S – E and a on te Regiona Steering Committee to eore modaities for teir artiiation in regiona oordination meanisms e tan te eoe and te oernment of te rinationa State of oiia for organiing te Regiona eeting of inisters of Edation of Latin Ameria and te Cariean itin te frameor of te S– E and e anoedge te or deeoed its inistr of Edation in te rearation of tis fndamenta roess to garantee te rigt of a ersons to an eitae and insie ait edation trogot ife

caion for eocraic ciiensi an ssainae eeoen

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. e recognie and uphold diverse and plural cultures and identities considered as sources of strength in our ridging of regional efforts with gloal aspirations for democratic citienship. e reaffirm the ey role of education in uilding and maintaining inclusive democratic societies that are respectful of human rights and in developing the will and aility to conduct intercultural dialogue. e underline the essential role of education in promoting a culture of democracy peace nonviolence and gender equality including through the provision of ageappropriate comprehensive seuality education in and out of school. e reaffirm the importance of these dimensions to ensure more peaceful tolerant and inclusive societies. . e recognie the urgent need to integrate sustainale development issues including sustainale production and consumption patterns and climate change in our education systems to enale all students to gain the nowledge sills and tools to understand and resolve environmental challenges in line with the eneral ssemly esolution which recognies Education for Sustainale evelopment as a ey enaler of all the Ss. . e commit to strengthening the provision of education for democratic citienship and sustainale development at all levels and in all types of education with specific attention paid to oftenneglected areas such as preschool education vocational education and training and higher and adult education. e further commit to supporting teachers and educators through quality training and continuous professional development on inclusive education and the promotion of democratic citienship and sustainale development. e tae due note of the ouncil of Europe eference ramewor of ompetences for emocratic ulture and its lins to the ES framewor of opics and earning ectives for loal itienship Education and encourage national or sunational authorities to implement these ramewors within their education systems.

. e recognie the importance of improving domestic pulic ependiture for education to meet S Education commitments underlining the importance of the international enchmar of of pulic ependiture andor of allocated to education of ensuring more efficient and equitale allocation of education resources of improving efficiency and accountaility in ependiture and of strengthening domestic moiliation through ta reforms anticorruption actions and tracing illicit flows as agreed in the ddis aa onference on inancing for evelopment . In our position as a “donor region” in a global context, we call for increased volume and predictaility of international aid to the education sector the allocation of a larger share of aid towards countries with the greatest needs and the strengthening of national pulic financial management systems in line with national plans and priorities. . e reaffirm our commitment to increasing the share of humanitarian aid to education and improving coordination of funding across development and humanitarian contets strengthening crosssectoral approaches when taing into account funding of education.

. e commit to strengthening the monitoring of equity and quality in education y using qualitative and quantitative data and mied methods of analysis and taing into account the multiple purposes of education and the contetual factors that influence the development of education.

. e further commit to the meaningful involvement of social partners in the development and monitoring of policies for education and lifelong learning including through institutionalied and effective social dialogue and to the inclusion of staeholders such as youth students teachers school and university leaders and parents.

. e commit to optimiing the use of eisting data and indicators from an equity lens in order to ensure equal opportunity in access and participation in all levels and in all types of education and training and a more equitale distriution of learning results and social outcomes.

‐

. e recognie and uphold diverse and plural cultures and identities considered as sources of strength in our ecogniing te need to ensure coerent sets of national, regional and global indicators and facilitate ridging of regional efforts with gloal aspirations for democratic citienship. e reaffirm the ey role of national and subnational onitoring and reporting, we coit to better articulating te regional and education in uilding and maintaining inclusive democratic societies that are respectful of human rights global indicator fraewors for ore effectie onitoring of ualit and euit of education, training and in developing the will and aility to conduct intercultural dialogue. e underline the essential role of and learning e strie to strengten coerence between regional indicators and te global onitoring education in promoting a culture of democracy peace nonviolence and gender equality including through fraewor for ducation wit special attention to indicators related to te easureent of the provision of ageappropriate comprehensive seuality education in and out of school. e reaffirm the euit, resource allocation to disadantaged populations, and ainstreaing of education for citiensip in importance of these dimensions to ensure more peaceful tolerant and inclusive societies. a global context and for sustainable deelopent

. e recognie the urgent need to integrate sustainale development issues including sustainale production and consumption patterns and climate change in our education systems to enale all students to gain the nowledge sills and tools to understand and resolve environmental challenges in line with the e coit to furter strengtening effectie partnersips and cooperation between te uropean nion eneral ssemly esolution which recognies Education for Sustainale evelopment as a ey and te ouncil of urope and teir eber tates, and oter agencies, , as well as oter enaler of all the Ss. international organiations and constituencies, b building on te ducation teering oittee, . e commit to strengthening the provision of education for democratic citienship and sustainale and existing consultation and coordination structures and ecaniss to aronie support and reference development at all levels and in all types of education with specific attention paid to oftenneglected areas fraewors such as preschool education vocational education and training and higher and adult education. e e adopt tis eclaration and agree to regular stoctaing of progress ade b urope and ort erica further commit to supporting teachers and educators through quality training and continuous professional in te iplementation of SDG4‐Education 2030, in particular by contributing to the reiew development on inclusive education and the promotion of democratic citienship and sustainale process and proiding political guidance for te eeting development. e tae due note of the ouncil of Europe eference ramewor of ompetences for

emocratic ulture and its lins to the ES framewor of opics and earning ectives for loal

itienship Education and encourage national or sunational authorities to implement these ramewors within their education systems.

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region of renoned ciiliation and contribution to humanity, the rab egion ha become one of paradoe oung, highly educated, dynamic, ell‐endoed nation, on the one hand, and multiple protracted armed conflict, high leel of youth unemployment, olatile and ulnerable tate of eitence, etreme ineualitie and diparitie, on the other

hile the region indeed made tremendou achieement, many countrie in the region hae unfortunately een their deelopmental gain ignificantly reered primarily due to the protracted nature of conflict, hile other truggle to improe the uality of education and achiee nationally et goal

ailable eidence ho that national education ytem are truggling to delier the outcome needed for indiidual, economic and ocietal deelopment ndeed, children, youth and adult in the rab egion are facing unprecedented challenge in term of learning, employment, and ocial coheion or intance

 22 million rab children are till out of chool or at ri of dropping out hi i coupled ith a groing number of youth in the region ho are not in education, employment or training EE EE account for up to 4 in ome countrie  he uality of education i deteriorating or eample, reult in the 20 SS rend in nternational athematic and Science Study for grade‐ mathematic indicate that hile ome countrie hae hon improement a compared to 20 reult, i out of the bottom eight countrie ureyed are in the rab region, i hae a mean core loer than 00, hich i the global center point, and the remaining to core belo 400 he gap beteen the top achieer and thoe at the bottom are alo more pronounced in the rab egion a compared to other region  he number of adult poeing lo leel of literacy ill i relatiely high in the region more than 0 million adult and appear to be on the rie particularly in crii‐affected countrie hi i eaperated by tructural challenge, uch a lac of iion of lifelong and life ide learning, and of comprehenie legal and policy frameor, inufficient financial inetment, and poor uality of educator and programme  n mot rab countrie, the epanion of educational opportunitie ha yet to tranlate into economic groth he aerage rate of youth unemployment in the rab region i the highet in the orld, reaching 30, hich i more than double of the orld aerage hi come together ith a eere ill mimatch ith inere correlation beteen education and employment reulting in lo return on education n additional year of chooling add around 4 per cent to earning compared to the orld aerage of per cent  hi i compounded by a alue deficit ith the eroion of ocial coheion and increaing incidence of iolence and conflict that i detriment to thi region hi i eident in ome countrie here adolecent and youth are being epoed to iolence and intability leading to taggering coneuence ore than 0 of adolecent ho died in 20 due to collectie iolence lied in the rab region

eponding to ignificant challenge, countrie in the region are undergoing continuou education and public ector reform leading to poitie achieement during the Education for ll E era ith continuou effort eerted thereafter ogniant of the aboe, e, initrie of Education in the rab egion, hole‐heartedly embraced Education 2030 genda a the prime opportunity to tranform our national education ytem into one of reilience and to contribute to the realiation of our national deelopment goal and the genda 2030 for Sutainable Deelopment a a hole

‐ 32

– Gien the dierity and uniuene of the region, it i etremely challenging to adance on the region‐pecific education agenda eerthele, eidence point to three broad‐baed iue and prioritie of common concern, a follo Migration, displacement and education region of renoned ciiliation and contribution to humanity, the rab egion ha become one of paradoe oung, highly educated, dynamic, ell‐endoed nation, on the one hand, and multiple protracted armed nsring access to safe and condcive learning environments at all levels roviding oortnities to gain life‐ conflict, high leel of youth unemployment, olatile and ulnerable tate of eitence, etreme ineualitie and saving and ‐enhancing knoledge and skills sorting teachers and edcators and ilding resilient diparitie, on the other edcation sstems

hile the region indeed made tremendou achieement, many countrie in the region hae unfortunately een he mot ignificant challenge to progre in the maority of countrie in the region i armed conflict hich their deelopmental gain ignificantly reered primarily due to the protracted nature of conflict, hile other reult in million of forcibly diplaced population and hich in turn eacerbate ineuality, poerty, ecluion truggle to improe the uality of education and achiee nationally et goal and marginaliation he deatating impact of crii put preure on conflict‐affected and hot goernment and communitie to enure proiion of acce to uality education at all leel, including higher education, to ailable eidence ho that national education ytem are truggling to delier the outcome needed for internally diplaced peron and refugee communitie, including girl and female learner and thoe ith pecial indiidual, economic and ocietal deelopment ndeed, children, youth and adult in the rab egion are facing need t the ame time, the region ha een large‐cale moement of people, particularly younger unprecedented challenge in term of learning, employment, and ocial coheion or intance population, in earch of better opportunitie both ithin their countrie and beyond ailable eidence ho that the more educated they are, the more liely they moe and that immigrant and migrant encounter  22 million rab children are till out of chool or at ri of dropping out hi i coupled ith a groing challenge in the acce to education and continuation of learning number of youth in the region ho are not in education, employment or training EE EE account for up to 4 in ome countrie f critical policy and programmatic iue are proiion of policy and legal frameor continued upport to baic education role of non‐formal and informal education for certified alternatie and diere learning  he uality of education i deteriorating or eample, reult in the 20 SS rend in nternational pathay recognition of prior learning upport for different language of intruction preparedne and athematic and Science Study for grade‐ mathematic indicate that hile ome countrie hae hon competence of teacher and education peronnel uality data management epanion of releant learning improement a compared to 20 reult, i out of the bottom eight countrie ureyed are in the rab opportunitie in technical and ocational education and training E and higher education and inter‐ectoral region, i hae a mean core loer than 00, hich i the global center point, and the remaining to collaboration, principally ith child protection, health and nutrition ie chool feeding hee iue cro core belo 400 he gap beteen the top achieer and thoe at the bottom are alo more pronounced national border and thu reuire regionally and mutually upportie trategie and partnerhip to addre in the rab egion a compared to other region them in the contet of trengthening the humanitarian and deelopment neu  he number of adult poeing lo leel of literacy ill i relatiely high in the region more than 0 million adult and appear to be on the rie particularly in crii‐affected countrie hi i eaperated by Quality and relevance of education tructural challenge, uch a lac of iion of lifelong and life ide learning, and of comprehenie legal nsring coherent holistic sstematic and sector‐ide aroaches to addressing the dimensions of alit and policy frameor, inufficient financial inetment, and poor uality of educator and programme and relevance in edcation  n mot rab countrie, the epanion of educational opportunitie ha yet to tranlate into economic groth he aerage rate of youth unemployment in the rab region i the highet in the orld, reaching uality and releance at all leel and alternatie form of learning are central to the Education 2030 genda 30, hich i more than double of the orld aerage hi come together ith a eere ill mimatch and hae long been the priority of all countrie in the region eerthele, an analyi of international large‐ ith inere correlation beteen education and employment reulting in lo return on education n cale aement SS, S and S and national eamination ho lo and, in ome intance, further additional year of chooling add around 4 per cent to earning compared to the orld aerage of per declining performance, hile the difficulty in the tranition to the orld of or in the region reult in high cent youth unemployment and ill mimatch t the ame time, education ytem in the rab region hae traditionally been focued on chooling rather than learning, ithout really focuing on ill acuiition  hi i compounded by a alue deficit ith the eroion of ocial coheion and increaing incidence of oreoer, hile important tenion beteen uality and euity are preailing in many education ytem, iolence and conflict that i detriment to thi region hi i eident in ome countrie here adolecent additional challenge to balancing uality, euity and accountability hae occurred oer the lat decade and youth are being epoed to iolence and intability leading to taggering coneuence ore than folloing the rab pring moement in eeral countrie 0 of adolecent ho died in 20 due to collectie iolence lied in the rab region

egardle of the tate of deelopment in the region, there are numerou challenge to thi effect both at eponding to ignificant challenge, countrie in the region are undergoing continuou education and public ytem leel policy, planning, monitoring and ealuation and content curriculum, teaching, and learning ector reform leading to poitie achieement during the Education for ll E era ith continuou effort leel hi reuire a tranformation of the education ytem in term of hat e learn and ho e learn, and eerted thereafter the promotion of open and fleible learning ytem that put ill for life and or at the core of the 2t century learning agenda

ogniant of the aboe, e, initrie of Education in the rab egion, hole‐heartedly embraced Education f particular ignificance i the critical need of the alignment of curriculum, teacher and learning aement that 2030 genda a the prime opportunity to tranform our national education ytem into one of reilience and to bring about both pedagogical and ocio‐economic adantage he alignment further both ytem coheiene and contribute to the realiation of our national deelopment goal and the genda 2030 for Sutainable cot‐effectiene and ere a a leer of integrating Education 2030 commitment and dimenion into the Deelopment a a hole curriculum to enhance learning uality, epecially ith regard to ill deelopment, Global itienhip Education

GED and utainable deelopment, gender euality, peace, and intercultural undertanding

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Financing of education: ncreasing otimiing se of and acconting for investment in edcation

ll countrie in the region hae traditionally prioritied inetment in education he Gulf countrie hae recently become ery important education donor in the region and beyond eerthele, in recent time, the leel of dometic pending in ependiture ha plummeted in many countrie becaue of uch reaon a armed conflict, tructural adutment n other countrie, hile there i high leel of inetment in education, it doe not necearily reult in tudent achieement n addition, many countrie, including refugee‐hoting countrie, are highly dependent on eternal aid, hich mae them highly uceptible to eternal hoc, and unepected eent, and hich graely compromie educational deelopment urthermore, the education ector remain eerely underfunded particularly to repond to the educational need of the mot ulnerable and marginalied in the region, including forcibly diplaced population

herefore, it i critical for countrie to prioritie education ependiture, unify erice proided by different organiation and trengthen national capacity in planning, managing, and accounting for reource through etablihing a ytem lie ational Education ccount, maing ue of a tool lie proection and imulation model and further cultiating the public‐priate partnerhip for innoatie financing t the ame time, there i a need to enure harmoniation beteen the humanitarian and deelopment funding

n order to collectiely addre the aboe three inter‐lined prioritie and agree on action, e adopted to‐ pronged approach

iennial a einal eetin n ducatin Since 20, e hae gathered three time and adopted ucceie oadmap in airo, Egypt, in December 20 Dubai, nited rab Emirate, in arch 20 and Dead Sea, ordan, in oember 20, to dicu national and regional policy and programmatic prioritie and agree on ho bet to operationalie and integrate national commitment to the genda at the national leel he oadmap focu on fie pillar of action, namely docacy and ommunication, olicy and lanning, onitoring, eporting and inancing, and ountry Support

ntevenental einal sueinal and natinal licy and tecnical u e hae contributed to, and benefitted from, opportunitie of mutual learning in order to deliberate on concrete iue and challenge related to the SDG4 arget, learn from innoatie and promiing practice and reaffirm our commitment to taing further action, in the folloing area ‐ ethining education in the rab orld through lifelong and life‐ide perpectie ‐ anaging education repone to crii ‐ ligning curriculum, aement and teacher profeional deelopment for uality learning ‐ eiiting policy and legal frameor, uch a the rab regional onention on the ecognition of Studie, Diploma and Degree in igher Education ‐ Epanding learning opportunitie in higher education intitution in crii ituation ‐ romoting literacy and non‐formal education ‐ mplementing education for utainable deelopment in learning citie ‐ Enuring incluion for all, ith particular attention to crii‐affected children and youth ‐ mproing the curricula content by integrating concept and practice of utainable deelopment and life ill for learning, employability, peronal empoerment and actie citienhip ‐ Enhancing the protection‐nutrition‐education neu through chool feeding ‐ Strengthening national education ytem and capacity in planning, cot and financing of education, monitoring, ealuation and reporting on Education 2030 thematic indicator frameor

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Financing of education: o upport country‐led action and the aforementioned oadmap in a coordinated manner and promote regional cooperation and collaboration, Ara egional Sort Gro for dcation a contituted in ncreasing otimiing se of and acconting for investment in edcation uly 20 and ha ince upported a number of regional, ub‐regional and national initiatie to addre regional iue of common concern and proide coordinated, coherent upport at all leel he Group maintain a ery ll countrie in the region hae traditionally prioritied inetment in education he Gulf countrie hae trong connection ith the rab regional repreentation at SDG‐Education 2030 Global Steering ommittee to recently become ery important education donor in the region and beyond eerthele, in recent time, the enure and enhance the national‐regional‐global‐ neu leel of dometic pending in ependiture ha plummeted in many countrie becaue of uch reaon a armed conflict, tructural adutment n other countrie, hile there i high leel of inetment in education, it doe ecogniing that education i a fundamental human right and reiterating that Education 2030 agenda i not necearily reult in tudent achieement n addition, many countrie, including refugee‐hoting countrie, inetricably lined ith, and contribute to, the realiation of our apiration a et out in the genda 2030 for are highly dependent on eternal aid, hich mae them highly uceptible to eternal hoc, and unepected Sutainable Deelopment, e, initrie of Education in the rab region, together ith the rab egional eent, and hich graely compromie educational deelopment urthermore, the education ector remain Support Group for Education 2030, reolutely reaffirm our collectie commitment to continuing to tae deciie eerely underfunded particularly to repond to the educational need of the mot ulnerable and marginalied action to mae progre toard realiing the goal of Education 2030 genda in the region, including forcibly diplaced population ur action for the 20‐2020 period ill be guided by Dead Sea oadmap agreed to in the hird egional herefore, it i critical for countrie to prioritie education ependiture, unify erice proided by different eeting on Education 2030 ‐ED , Dead Sea, ordan, oember 20 and outcome tatement and organiation and trengthen national capacity in planning, managing, and accounting for reource through declaration iued at ariou policy and technical forum held in 20 and 20, a anneed or orth frica, a etablihing a ytem lie ational Education ccount, maing ue of a tool lie proection and imulation ember State of the frican nion, e eually uphold our commitment to the airobi Declaration and all for model and further cultiating the public‐priate partnerhip for innoatie financing t the ame time, there i ction on Education a need to enure harmoniation beteen the humanitarian and deelopment funding

nne Dead Sea oadmap for 20‐2020 – Draft hird egional eeting on Education 2030 Dead Sea, ordan, oember 20 n order to collectiely addre the aboe three inter‐lined prioritie and agree on action, e adopted to‐ nne oint Statement ‐ egional echnical eeting on the lignment of urriculum, earning pronged approach ement and eacher hird egional eeting on Education 2030 Dead Sea, ordan, oember 20 iennial a einal eetin n ducatin nne uni Declaration on the entrality of School eeding for Education, ncluie Deelopment and Since 20, e hae gathered three time and adopted ucceie oadmap in airo, Egypt, in December 20 Stability in the iddle Eat and orth frica egion uni, uniia, ctober 20 Dubai, nited rab Emirate, in arch 20 and Dead Sea, ordan, in oember 20, to dicu national and nne airobi Declaration and all for ction on Education ridging continental and global education regional policy and programmatic prioritie and agree on ho bet to operationalie and integrate national frameor for the frica e ant airobi, enya, pril 20 commitment to the genda at the national leel he oadmap focu on fie pillar of action, namely docacy and nne ction lan and ay orard mplementing Education for Sutainable Deelopment in ommunication, olicy and lanning, onitoring, eporting and inancing, and ountry Support earning itie an, Egypt, arch 20

ntevenental einal sueinal and natinal licy and tecnical u nne Declaration ethining Education in the rab egion rabic Sharm El Sheih, Egypt, December 20 e hae contributed to, and benefitted from, opportunitie of mutual learning in order to deliberate on concrete iue and challenge related to the SDG4 arget, learn from innoatie and promiing practice and nne ecommendation apacity deelopment on the thematic indicator ucat, man, reaffirm our commitment to taing further action, in the folloing area December 20 ‐ ethining education in the rab orld through lifelong and life‐ide perpectie nne artnerhip rameor and ction ife Sill and itienhip Education oember 20 ‐ anaging education repone to crii nne utcome Statement GED etoring eeting uor, Egypt, oember 20 ‐ ligning curriculum, aement and teacher profeional deelopment for uality learning nne Sharm El Sheih Statement igher Education in rii Situation in the rab State Sharm El Sheih, Egypt, arch 20 ‐ eiiting policy and legal frameor, uch a the rab regional onention on the ecognition of

Studie, Diploma and Degree in igher Education Please note that all annees are availale via ‐ Epanding learning opportunitie in higher education intitution in crii ituation httpunedocunecoorgimage0020022223Epdf ‐ romoting literacy and non‐formal education

‐ mplementing education for utainable deelopment in learning citie ‐ Enuring incluion for all, ith particular attention to crii‐affected children and youth ‐ mproing the curricula content by integrating concept and practice of utainable deelopment and life ill for learning, employability, peronal empoerment and actie citienhip ‐ Enhancing the protection‐nutrition‐education neu through chool feeding ‐ Strengthening national education ytem and capacity in planning, cot and financing of education, monitoring, ealuation and reporting on Education 2030 thematic indicator frameor

‐ 34 ‐ 3

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Education International’s 2015 and 2018 global surveys on the statu teachers, trust in teachers’ professional judgment, and the extent to which market the status accorded to teachers and the quality of a country’s education system, thus indicating that increasing teacher status can directly improve the performance of a country’s students. The low status of the teachin Drawing on evidence from research, including EI’s global survey report

‐    

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– . hat measures can governments and partners take to address the specific needs of marginalied categories of teachers and educators, including those of female educators, teachers with disabilities, ethnic minorities, migrant and refugee teachers

Education International’s 2015 and 2018 global surveys on the statu  oncrete measures should be taken to improve the attractiveness and status of the teaching profession in order to ensure that all childrenstudents are taught by highlytrained, professionallyqualified, wellsupported, experienced and motivated teachers.  overnments should establishstrengthen social dialogue mechanisms and engage in continuous teachers, trust in teachers’ professional judgment, and the extent to which market dialogue with teacher organiations in order to ensure decent working conditions and career pathways for teachers and education support personnel. the status accorded to teachers and the quality of a country’s education system, thus indicating that increasing teacher status can directly improve the performance of a country’s students. The low status of the teachin  overnments and partners should ensure full implementation of the 1 IE ecommendation concerning the tatus of Teachers and the 1 E ecommendation concerning the tatus of igher Education Teaching ersonnel.

Drawing on evidence from research, including EI’s global survey report tromquist, . 2018. The oa Status f Teachers and the Teaching Profession russes Education International. ymeonidis, 2015 The Status of Teachers and the Teaching Profession A study of education unions’ ersecties russels Education International. Dolton, ., arcenaro, . he, . 2018. The oa Teachers Status nde ondon arkey oundation.

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In an increasingly globalied world, multiple efforts are being made to improve the process through which academic and professional qualifications, and learning, are recognied, validated and accredited. any forcibly displaced persons, however, cannot demonstrate their prior learning, training or skills, thus jeopardiing their entry into a host country’s education system or, in some cases, labour market. eople who have been forced to flee are unlikely to carry degrees and certificates with them. Their children may struggle to prove their prior learning to enter at the right level in the host country’s education system. uccessful inclusion of refugee and forcibly displaced children and youth in education needs to effectively and efficiently address the issue of recognition of learning and qualifications.

aced with the challenges at local, national and international levels that migration and displacement pose, all 1 member states signed the ew ork Declaration for efugees and igrants in eptember 201 to strengthen and refine responsibilitysharing mechanisms nited ations, 201. The declaration set in motion two processes to be concluded by the end of 2018, both of which address the issue of recognition of qualifications and skills. The countryled lobal ompact for afe, rderly and egular igration, which includes education for the first time in the migration agenda, dedicates one of its 2 objectives to the facilitation of mutual recognition of skills, qualifications and competences. The lobal ompact on efugees, led by the ffice of the nited ations igh ommissioner for efugees, revisits and updates commitments already made under rticle 22 of the 151 nited ations onvention elating to the tatus of efugees for refugees to receive ‘treatment as favourable as possible, and, in any event, not less favourable than that accorded to aliens generally in the same circumstances with respect to ... the recognition of foreign school certificates, diplomas and degrees’.

The panel will situate certificate recognition, validation and accreditation within the forced migration and displacement context and explore the barriers that lack of recognition andor lack of certification impose on access to education and employment for refugees and other persons forced to flee. s of 201, 8.5 million people are in situations of displacement. ver half of them are children. mong the global refugee population, more than half of school age children are not receiving an education and only one percent of refugees have access to higher education.

ledges to comprehensively address the challenges of large scale displacement, as laid out in the ew ork Declaration and its accompanying omprehensive efugee esponse ramework , are consistent with Sustainable Development Goal 4, which commits to “inclusive and equitable quality education and promote lifelong learning opportunities for all”, including refugees and other displaced persons. SDG 51, D 1015, D 11 and D 11 are also implicated in the commitments of Agenda 2030 to “reach the furthest behind first” and “leave no one behind”, including refugees and other displaced persons. The panel, with participant input, will examine good practices, individual country contexts, specific issues and global and regional efforts to address learning and certificate recognition, as well as validation for refugees and displaced persons. The panel will be a moderated discussion among speakers with knowledge of recognition, accreditation and qualification issues as they pertain to displacement and mobility, including inputs from formerly stateless and

1 chieve gender quality and empower all women and girls 15 educe inequality within and among countries 1 romote peaceful and sustainable societies for sustainable development, provide access to justice for all, and build effective, accountable and inclusive institutions for all 1 trengthen the means of implementation and revitalie the global partnership for sustainable development

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refugee speakers. ollowing brief presentations from the panel members, interventions from the audience will be invited with open discussion and sharing of eperience encouraged. In an increasingly globalied world, multiple efforts are being made to improve the process through which ‐ , AA, and S academic and professional qualifications, and learning, are recognied, validated and accredited. any forcibly s. alda akim, orld ews presenter and correspondent displaced persons, however, cannot demonstrate their prior learning, training or skills, thus jeopardiing their entry into a host country’s education system or, in some cases, labour market. eople who have been forced to  s. aha amo, former stateless person from Syria flee are unlikely to carry degrees and certificates with them. Their children may struggle to prove their prior  r arim Albrem, efugee Speaker, Global outh Advisory ommittee learning to enter at the right level in the host country’s education system. uccessful inclusion of refugee and  rofessor aria hmer, he resident of the German ational ommission for S forcibly displaced children and youth in education needs to effectively and efficiently address the issue of  Dr Alexandru Manus, Southern New Hampshire University’s Office of Academic Quality, Accreditation recognition of learning and qualifications. and Support  r Stig Arne Skerven, Director of oreign ducation, orwegian Agency for uality Assurance in aced with the challenges at local, national and international levels that migration and displacement pose, all ducation 1 member states signed the ew ork Declaration for efugees and igrants in eptember 201 to  r ahad Al Sulaiti, hief ecutive fficer, ducation Above All AA strengthen and refine responsibilitysharing mechanisms nited ations, 201. The declaration set in motion two processes to be concluded by the end of 2018, both of which address the issue of recognition of qualifications and skills. The countryled lobal ompact for afe, rderly and egular igration, which includes . he recognition process needs to be appropriate to refugees and other forcibly displaced persons who education for the first time in the migration agenda, dedicates one of its 2 objectives to the facilitation of cannot prove their academic qualifications or learning. hat good practices eist that address this mutual recognition of skills, qualifications and competences. The lobal ompact on efugees, led by the ffice challenge of the nited ations igh ommissioner for efugees, revisits and updates commitments already made under 2. ecognition systems for professional qualifications and skills take many forms but remain fragmented rticle 22 of the 151 nited ations onvention elating to the tatus of efugees for refugees to receive and inconsistent overall. ow is this challenge addressed in practice ‘treatment as favourable as possible, and, in any event, not less favourable than that accorded to aliens he recognition of skills and competencies obtained through nonformal approaches such as distance, generally in the same circumstances with respect to ... the recognition of foreign school certificates, diplomas online and blended learning is uneven and lacking predictability and widespread acceptance. ow can and degrees’. we address this

To safeguard the rights and ensure protection of refugees and other forcibly displaced persons, both so that continued studies can be at an appropriate level and lead to recognied certification, and so that they can find work consistent with their skills.  ecognition of prior learning at all levels of education is a challenge for refugees, other displaced and stateless persons and impacts their rights and opportunity to advance with their studies and with their lives. The panel will situate certificate recognition, validation and accreditation within the forced migration and  he process for recognition of professional qualifications of refugees and forcibly displaced displacement context and explore the barriers that lack of recognition andor lack of certification impose on persons needs to be efficient and fleible. access to education and employment for refugees and other persons forced to flee. s of 201, 8.5 million people are in situations of displacement. ver half of them are children. mong the global refugee population, more than half of school age children are not receiving an education and only one percent of refugees have access to higher education.

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Women’s and Girls’ Education: From ommitment to ction ontet and rationale he Sustainale Development oals SDs and the ducation ramewor for Action provide an amitious vision for the education community, confirmin and hihlihtin the critical role of ender euality in achievin this riht to education he ramewor for Action explicitly reconies the lin etween education and ender euality outcomes, and calls on overnments and partners alie to put in place endersensitive policies, plannin, and learnin environments Since the launch of the SDs, the education of irls and women have remained hih on the loal aenda n alone, concrete commitments to advancin the rihts of all irls and women to education were pronounced at a numer of hihlevel events he Summit in anada and the ommonwealth Summit in the U areed on commitments with a particular focus on supportin adolescent and hihly marinalised irls while they confront endurin arriers to their achievement of positive learnin outcomes At the same time, the loal artnership for ducation conference in Seneal saw developin countries commit themselves to invest a further illion in education, coupled with illion of ODA pledes y donors he anAfrican Hihevel onference on Education agreed to render all aspects of the education system gender‐sensitive, responsive, and transformative and provide sexuality education in schools and tertiary institutions, ensurin access for adolescents and youn people At the UNA, the oint Statement called all education staeholders to continue this momentum for shared responsiility, loal solidarity, and accountaility to ensure no irl is left ehind

Unprecedented proress in expandin school enrolment has een made over the last decades and ender parity has een achieved, at least at the loal level However, proress has een slow and uneven, with ineualities amon and within countries wothirds of illiterate adults continue to e women, reflectin the historical and systematic exclusion of irls from education Around million irls and youn women – aout in – were still out of school in irls in countries affected y conflict are times more liely to e out of school than oys n many contexts, the cost of schoolin is too hih or the ourney to school miht e danerous

eal uarantees of access to school do not always result in reular attendance ducation costs and financial difficulties may lead parents to prioritie the education of one child over the other, often on the asis of social norms that favour oys or irls n many contexts, education systems are unale to provide safe, ender responsive and supportive learnin environments Separate and functionin toilets are still not universal and MHM provisions are the exception rather than standard in primary and secondary schools rowded and poorly euipped classrooms, insufficient numers of teachers, and ender imalance across the teachin staff remain arriers to all irls proressin throuh school extoos increasinly cover ender issues ut proress is insufficient n many countries, women remain underrepresented in textoos, and when included, are releated to traditional roles such as housewor or childcare his undermines even the est intentions to support girls’ ambitions through school and beyond. n many countries, laws act as arriers to education – especially those that permit early marriae or allow schools to exclude irls that are prenant hile we now acnowlede the reality of enderased discrimination and violence in schools and education institutions, far more remains to e done to create ias and violencefree learnin spaces ecties ender euality in education is a loal priority as evident in the SD ramewor and confirmed y the political will demonstrated and financial commitments made at hihlevel events in However, there is a sinificant and, in some environments, even widenin ap etween the vision of ducation and the current reality on the round he session aims to explore what it would tae to deliver on loal commitments to ender euality in and throuh education ession Format he session will comine a moderated panel discussion amon six ey staeholders, followed y small roup reflections, and confirmation of ey recommendations in plenary n small roups, participants will respond to issues raised durin the panel and their own experience to discuss one of the themes and come up with one recommendation roups to also e ased to consider crosscuttin areas includin contexts of conflict and emerencies, inclusion

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Women’s and Girls’ Education: From ommitment to ction E, lan nternational and E r auline ose, rofessor, nternational Education, irector, esearch for Euitable ccess and ontet and rationale earning E entre aculty of Education niversity of ambridge he Sustainale Development oals SDs and the ducation ramewor for Action provide an amitious vision for the education community, confirmin and hihlihtin the critical role of ender euality in achievin With the overarching theme of ‘Moving from commitment to action’, Dr. Rose will introduce the session and this riht to education he ramewor for Action explicitly reconies the lin etween education and ender moderate the panel, taling about the critical developments that have taen place over the last months euality outcomes, and calls on overnments and partners alie to put in place endersensitive policies, relating to gender and education, and ho e can harness political ill to create lasting change in the lives of plannin, and learnin environments omen and girls. Since the launch of the SDs, the education of irls and women have remained hih on the loal aenda n alone, concrete commitments to advancin the rihts of all irls and women to education were pronounced at a numer of hihlevel events he Summit in anada and the ommonwealth Summit in the  r eter‐linton saac oaese, outh orer ‐ haaoho he aening dult and ommunity U areed on commitments with a particular focus on supportin adolescent and hihly marinalised irls while Education E otearoa e ealand they confront endurin arriers to their achievement of positive learnin outcomes At the same time, the  .E. ean‐ichel lanuer, inister of Education, rance tbc loal artnership for ducation conference in Seneal saw developin countries commit themselves to invest a  further illion in education, coupled with illion of ODA pledes y donors he anAfrican Hihevel s. ssibi apoe, hief egional oordinator – frica, Education nternational ogo onference on Education agreed to render all aspects of the education system gender‐sensitive, responsive, and  s. ora yles, irector, E transformative and provide sexuality education in schools and tertiary institutions, ensurin access for  .E. ari l urg, hief Eecutive fficer, ubai ares adolescents and youn people At the UNA, the oint Statement called all education staeholders to continue this momentum for shared responsiility, loal solidarity, and accountaility to ensure no irl is left ehind Guidin uestions or discussion

Unprecedented proress in expandin school enrolment has een made over the last decades and ender parity  For youth activist: What is the role of youth activists and youth/students movements (and women’s has een achieved, at least at the loal level However, proress has een slow and uneven, with ineualities movements?) in holding governments to account on their commitments to girls’ education and gender amon and within countries wothirds of illiterate adults continue to e women, reflectin the historical and euality systematic exclusion of irls from education Around million irls and youn women – aout in – were  or a ali o can education challenge and reect harmful gender norms and stereotypes that still out of school in irls in countries affected y conflict are times more liely to e out of school perpetuate gender ineuality hat ill it tae to see such an approach prioritied across an education than oys n many contexts, the cost of schoolin is too hih or the ourney to school miht e danerous system

 eal uarantees of access to school do not always result in reular attendance ducation costs and financial For France: Under France’s leadership, how will the G7 deliver on the remarkable commitments to girls’ difficulties may lead parents to prioritie the education of one child over the other, often on the asis of social and women’s education made in 2018 in the Charlevoix Declaration? How will France reinforce and strengthen efforts to advance gender euality in education norms that favour oys or irls n many contexts, education systems are unale to provide safe, ender responsive and supportive learnin environments Separate and functionin toilets are still not universal and  or E hat strategic investments are most important to ensure that all girls have the competences MHM provisions are the exception rather than standard in primary and secondary schools rowded and poorly they need for a better life and better future euipped classrooms, insufficient numers of teachers, and ender imalance across the teachin staff remain  or E hat role do teachers play in advancing gender euality in the classroom hat resources and arriers to all irls proressin throuh school extoos increasinly cover ender issues ut proress is support do teachers reuire to be champions for change insufficient n many countries, women remain underrepresented in textoos, and when included, are  For Dubai Cares: What have you learned over the last 5 years of investment in girls’ education. What is releated to traditional roles such as housewor or childcare his undermines even the est intentions to your vision for innovation and investments hich ill help to advance our commitments to the education support girls’ ambitions through school and beyond. of omen and girls, and to the broader gender euality agenda n many countries, laws act as arriers to education – especially those that permit early marriae or allow schools to exclude irls that are prenant hile we now acnowlede the reality of enderased discrimination and violence in schools and education institutions, far more remains to e done to create ias and violencefree e olic messaes learnin spaces

ecties  ey staeholders must move from political commitments to shared accountability and concerted action to ender euality in education is a loal priority as evident in the SD ramewor and confirmed y the political increase girls’ access to 12 years of free, safe quality education and other learning pathays that promote will demonstrated and financial commitments made at hihlevel events in However, there is a sinificant gender euality, build literacy and numeracy sills, and opportunities for leadership and empoerment. and, in some environments, even widenin ap etween the vision of ducation and the current reality on  Advancing girls’ education requires closing more than just gaps in access. It demands targeted and sustained the round he session aims to explore what it would tae to deliver on loal commitments to ender euality efforts to remove gender bias and discrimination ithin and across education systems, from teacher in and throuh education recruitment and training to curriculum and materials development maing school environments safe, secure and free from violence. ooperation is needed ith other sectors to address barriers to education such as early ession Format pregnancy and early and forced marriage and engaging girls themselves in all policy and decision‐maing he session will comine a moderated panel discussion amon six ey staeholders, followed y small roup processes seeing to promote gender euality in and through education. reflections, and confirmation of ey recommendations in plenary n small roups, participants will respond to  n line with a global commitment to “Leave No One Behind” our collective focus must be on the most issues raised durin the panel and their own experience to discuss one of the themes and come up with one marginalied, including those living in contets of emergency, conflict and fragility. n intersectional approach recommendation roups to also e ased to consider crosscuttin areas includin contexts of conflict and must be adopted to eamine ho gender intersects ith other forms of marginaliation including disability, emerencies, inclusion ethnicity and poverty in order to develop targeted strategies and approaches. one‐sie fits all approach to girls and women’s education will not do.

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ddressin limate ane trou Education or ustainale eeloment ontet and rationale Climate change is one of the defining challenges of this century. he aris Agreement signed last year at the 21st session of the Conference of the arties (CO21) to the United Nations Framework Convention on Climate Change, was a giant step forward in tackling climate change, with 12 countries making the commitment to restrict the increase in global average temperature to well below 2C above preindustrial levels. he aris Agreement was also a success because it includes Article 12, which calls for the promotion of Climate Change ducation.

ducation is key not only to understanding climate change but also to learning to live with it and take action on it. It helps ensure that this generation and the next attain the knowledge, skills and behaviours they need to adapt lives and livelihoods to the ecological, social and economic realities of a changing environment. By enabling individuals to make informed decisions, education can help reduce vulnerabilities and build resilience in communities to climate change impacts.

o this end, the focus must be placed on the quality and relevance of education, so that it can empower individuals to become agents for change. he critical role of education in the global climate change response is acknowledged in the United Nations ustainable Development Goals, which were, adopted last year, in particular DG and DG1, and drives the whole of the 200 ustainable Development Agenda forward.

ducation for ustainable Development (D) is increasingly recognied around the world as an effective enabler for a more sustainable future and a key instrument to achieving the DGs and accelerate progress towards sustainable development. More than any other sustainability challenge, climate change makes it clear that D has to be about transformative action.

UNCO promotes climate change education through D. It helps learners understand the causes and consequences of climate change, prepares them to live with its impacts, and empowers them to adopt more sustainable lifestyles.

A recent UNCO study has shown that, while most countries include D or related approaches in their strategies to address climate change, they predominantly focus on its cognitive dimension. his means that considerable progress is needed to explore and enhance the socioemotional and behavioural dimensions of D. Rather than just building awareness, D must equip learners with the skills and disposition to take transformative action against climate change.

he workshop will present and discuss successful approaches to addressing climate change through D, focusing on approaches that highlight the socioemotional and behavioural dimensions. ecties he goal of this workshop is to introduce new thinking, insights and innovative strategies that can support the implementation of DG ducation 200, with an emphasis on arget .7. More specifically, this workshop seeks to develop awareness of the variety of approaches to teaching D and climate change education focusing on socioemotional and behavioural dimensions. ession Format he workshop will take place in three parts moderated by UNESCO’s Section for Education for Sustainable Development. he session will begin with a brief presentation on the extent to which climate change education is reflected in national reports on Article of the UNFCCC. he presentation will be based on the outcomes of two recently commissioned studies by UNCO. his will be followed by a short keynote speech on socio emotional and behavioural learning of D and CC by the D Chair and short interventions by the representative from apan (0 Min) ‐ Using a talk show format, panellists will share their views on what teaching and learning for climate change means to them and what the expected outcomes of such experiences are (25 min).

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ddressin limate ane trou Education or ustainale eeloment e session ill end it a moderated dialoue it te orsop participants on at te main callenes aps and minimum reuirements to ensure te implementation of aret as concerns promotin ontet and rationale ES and CCE are min Climate change is one of the defining challenges of this century. he aris Agreement signed last year at the 21st session of the Conference of the arties (CO21) to the United Nations Framework Convention on Climate ‐ apan and UNESCO Change, was a giant step forward in tackling climate change, with 12 countries making the commitment to s ulia eiss eam eader Section for Education for Sustainable eelopment restrict the increase in global average temperature to well below 2C above preindustrial levels. he aris Agreement was also a success because it includes Article 12, which calls for the promotion of Climate Change  UNCCC ia ideo messae ducation.  r ren als UNESCO Cair of Social earnin and Sustainable eelopment aeninen Uniersity e Neterlands ducation is key not only to understanding climate change but also to learning to live with it and take action on it. It helps ensure that this generation and the next attain the knowledge, skills and behaviours they need to  r auiro osida rofessor Centre for Study of international Cooperation in Education irosima adapt lives and livelihoods to the ecological, social and economic realities of a changing environment. By Uniersity apan enabling individuals to make informed decisions, education can help reduce vulnerabilities and build resilience in  r Colleta Suda Cief dministratie Secretary CS and rincipal Secretary State epartment of communities to climate change impacts. Uniersity Education and esearc enya

 r elice acceo ead of Unit of ECO C Sustainable Enery Climate Cane elium o this end, the focus must be placed on the quality and relevance of education, so that it can empower individuals to become agents for change. he critical role of education in the global climate change response is  s Nicola Copin Sustainability and Education olicy Netor Collee of Education Uniersity acknowledged in the United Nations ustainable Development Goals, which were, adopted last year, in of Sasatcean Canada particular DG and DG1, and drives the whole of the 200 ustainable Development Agenda forward. Guidin uestions

ducation for ustainable Development (D) is increasingly recognied around the world as an effective enabler at benefits do te conitie socioemotional and beaioural dimensions of learnin brin for a more sustainable future and a key instrument to achieving the DGs and accelerate progress towards respectiely sustainable development. More than any other sustainability challenge, climate change makes it clear that D at do you see as critical sills and dispositions tat learners need to acuire to be prepared to deal has to be about transformative action. it climate cane Empoerin students to act – o far can e o UNCO promotes climate change education through D. It helps learners understand the causes and consequences of climate change, prepares them to live with its impacts, and empowers them to adopt more s formal education enou or do e need to tae learners into te community and combine sustainable lifestyles. approaces in te formal education system it nonformal education metods e olic messaes reliminar A recent UNCO study has shown that, while most countries include D or related approaches in their strategies to address climate change, they predominantly focus on its cognitive dimension. his means that  considerable progress is needed to explore and enhance the socioemotional and behavioural dimensions of Education for Sustainable eelopment is not an addon but rater an interal part of any stratey to combat te effects of climate cane put into practice a lobal areement and aciee D. Rather than just building awareness, D must equip learners with the skills and disposition to take transformative action against climate change. te Sustainable eelopment oals  Climate cane education must o beyond te teacin of climate cane science and conitie he workshop will present and discuss successful approaches to addressing climate change through D, learnin but also include socio emotional and beaioural learnin focusing on approaches that highlight the socioemotional and behavioural dimensions.

ecties e reerences and sources he goal of this workshop is to introduce new thinking, insights and innovative strategies that can support the implementation of DG ducation 200, with an emphasis on arget .7. More specifically, this workshop Education for sustainable deelopment oals earnin Obecties seeks to develop awareness of the variety of approaches to teaching D and climate change education focusing ttpunesdocunescoorimaesepdf on socioemotional and behavioural dimensions. ction for Climate Empoerment uidelines for acceleratin solutions trou education trainin and public aareness ession Format ttpunesdocunescoorimaesepdf he workshop will take place in three parts moderated by UNESCO’s Section for Education for Sustainable ays of enancin te implementation of education trainin public aareness public participation and public Development. access to information so as to enance actions under te aris reement he session will begin with a brief presentation on the extent to which climate change education is ttpsunfcccintsitesdefaultfilesresourcelapdfdonload reflected in national reports on Article of the UNFCCC. he presentation will be based on the outcomes of two recently commissioned studies by UNCO. his will be followed by a short keynote speech on socio emotional ettin climate ready uide for scools on climate action and behavioural learning of D and CC by the D Chair and short interventions by the representative from ttpunesdocunescoorimaesepdf apan (0 Min) UNESCO’s work on Education for Sustainable Development: ttpsenunescoortemeseducation ‐ Using a talk show format, panellists will share their views on what teaching and learning for climate sustainabledeelopment change means to them and what the expected outcomes of such experiences are (25 min). UNCCC CE Empoerin yout and te public on tain climate action ttpsunfcccintindeppnesaceempoerinyoutandtepublicontainclimateaction

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Forum ession : : – :

ead to earn: e romise o meetin te taret or uniersal ualit rerimar education ontet and rationale A child’s most important steps happen before they set foot in a primary school. By their fifth birthday, their brain is developed and te foundations for success at scool and in later life are in place

ualit earl learnin opportunities prior to enterin scool level te plain field prevent learnin ineualities oterwise eacerbated as cildren proress in scool improve learnin outcomes for cildren and strenten teir cances for success in life nvestments in ualit preprimar education also strenten te efficienc of education sstems b reducin repetition and drop out of cildren Emerin callenes in lit o te Gs SD oal reaffirms te international commitment to ensurin tat b all irls and bos ave access to ualit earl cildood development care and preprimar education so tat te are read for primar education aret includin te provision of at least one ear of free andor compulsor ualit preprimar education

Despite evidence of te man returns from earl education investments in te ross enrollment rate in preprimar education loball was onl US data wile te averae enrolment of earolds in pre primar or primar education in OECD countries reaced OECD Education at a lance an countries are makin proress but te ap is still wide Onl of ever cildren in lowincome countries or in in lower middleincome countries ave access to preprimar prorammes Even in iincome countries disadvantaed cildren are less likel to access ualit services compared to advantaed peers

n relation to the theme of the HLPF 2019, ‘Empowering people and ensuring inclusiveness and equality’, this worksop ives eplicit focus on inclusiveness and euit in earl cildood education e discussion wit also sed lit on te link between earl cildood development and education and its impact on inclusive rowt and parents’ labour participation (Goal 8), reducing inequalities by supporting strong start of life at early age oal and educatin and supportin oun cildren to be citiens wo activel contribute to a sustainable peaceful and fair world oal and Focus o te session e proposed worksop offers a platform to reinstate te urenc and importance of investin in ualit pre primar education as an indispensable part of a child’s learning continuum and a critical foundation of a strong education sstem and more broadl of peaceful and prosperous societies e worksop will also offer scope to deliberate about onoin callenes and opportunities for makin proress aainst SD aret and for peer learnin and sarin of lessons learned across low middle and iincome countries ession Format e format of te session is a combination of inspirin talks b countr representatives and eperts and interactive discussions amon participants t will be oranied in tree sements: sort video and an introductor ED stle talk followed b an interactive activit to stimulate participants’ reflection on the theme sort talks and interventions of eperts and countr representatives on of preprimar education uestions and answer and sort talks from te floor on te importance of partnersip

‐ :: UNCE and OECD s o ourne UNCE lobal Cief of Education

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Forum ession : : – :  r Pauline ose, Professor, nternational Education, irector, esearch for Equitable Access and ead to earn: e romise o meetin te taret or uniersal ualit rerimar Learning (EAL) entre Faculty of Education niversity of ambridge education  r yamchir umurchir, irector of the General Education Policy epartment, inistry of Education, ulture, cience and ports (E) of ongolia ontet and rationale  r amilo GEE, Head of Finance and Planning ffice, inistry of ational Education, olombia A child’s most important steps happen before they set foot in a primary school. By their fifth birthday, their brain  s ailis eps, inister of Education and esearch, Estonia is developed and te foundations for success at scool and in later life are in place  r Ludovic LEAE, Education Policy Analyst, FEE E, EP ualit earl learnin opportunities prior to enterin scool level te plain field prevent learnin ineualities oterwise eacerbated as cildren proress in scool improve learnin outcomes for cildren and strenten teir cances for success in life nvestments in ualit preprimar education also strenten te efficienc of education sstems b reducin repetition and drop out of cildren 1. hat are the challenges and lessons learned in ensuring equal access for all children to quality pre Emerin callenes in lit o te Gs primary education 2. How can national staeholders and international actors wor in partnership to mobilie resources and SD oal reaffirms te international commitment to ensurin tat b all irls and bos ave access to achieve equity and quality in preprimary education ualit earl cildood development care and preprimar education so tat te are read for primar education aret includin te provision of at least one ear of free andor compulsor ualit preprimar education

 rgent policy prioritiation and significant increase in financing by governments, partners and Despite evidence of te man returns from earl education investments in te ross enrollment rate in donors to this subsector, with an aim to increase financing to at least 10 of education budgets preprimar education loball was onl US data wile te averae enrolment of earolds in pre primar or primar education in OECD countries reaced OECD Education at a lance an  Governments taing on progressive universalist approach to epansion of services, ensuring countries are makin proress but te ap is still wide Onl of ever cildren in lowincome countries or access for the most marginalied children is prioritied in in lower middleincome countries ave access to preprimar prorammes Even in iincome countries  trategic investments in improving quality, including strong quality assurance and worforce disadvantaed cildren are less likel to access ualit services compared to advantaed peers development, and robust ongoing professional development opportunities

n relation to the theme of the HLPF 2019, ‘Empowering people and ensuring inclusiveness and equality’, this worksop ives eplicit focus on inclusiveness and euit in earl cildood education e discussion wit also sed lit on te link between earl cildood development and education and its impact on inclusive rowt and parents’ labour participation (Goal 8), reducing inequalities by supporting strong start of life at early age oal and educatin and supportin oun cildren to be citiens wo activel contribute to a sustainable L. 201. iteracy and ueracy fro a ifeong earning Persectie. L Policy Brief . peaceful and fair world oal and Hamburg, L. Available at httpunesdoc.unesco.orgimages0020020209E.pdf E. 201. ducation ncheon ecaration and raeor for Action for the mplementation of Focus o te session Sustainae eeoent oa nsure ncusie and uitae uaity ducation and Proote ifeong e proposed worksop offers a platform to reinstate te urenc and importance of investin in ualit pre earning ortunities for A Paris, E. Available at primar education as an indispensable part of a child’s learning continuum and a critical foundation of a strong httpuis.unesco.orgsitesdefaultfilesdocumentseducation200incheonframeworforaction education sstem and more broadl of peaceful and prosperous societies e worksop will also offer scope to implementationofsdg201en2.pdf deliberate about onoin callenes and opportunities for makin proress aainst SD aret and for peer learnin and sarin of lessons learned across low middle and iincome countries ession Format e format of te session is a combination of inspirin talks b countr representatives and eperts and interactive discussions amon participants t will be oranied in tree sements: sort video and an introductor ED stle talk followed b an interactive activit to stimulate participants’ reflection on the theme sort talks and interventions of eperts and countr representatives on of preprimar education uestions and answer and sort talks from te floor on te importance of partnersip

‐ :: UNCE and OECD s o ourne UNCE lobal Cief of Education

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n a global contet, mared by the rise of new and continued threats to global peace, democracy, ustice and human rights, the international community is increasingly struggling with the notion of what it means to “respect diversity” as well as “teach and learn” about respect for diversity in a comple and globalied world. here is no single response to this question, as national, regional and international actors are continuously debating the matter, based on varied understandings of national and regional identities and interests.

UNESCO’s approach to Global Citizenship Education considers that “developing attitudes of empathy, solidarity and respect for differences and diversity” 18 are part and parcel of the eperience of a global citien and should therefore be nurtured and taught through education. For the ouncil of Europe, the eference Framewor of ompetences for emocratic ulture (F)19 sets out, for the first time, the core values, sills, attitudes and nowledge and critical understanding that every citien needs in order to be active in a democratic society. Education is the main contributor to the development of these competences in students, and therefore to the development of a democratic culture. In supporting countries’ efforts to achieve Target 4.720 of SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, which specifically highlights the importance of promoting an appreciation of cultural diversity, the challenge is to ensure that policy commitments to cultural diversity are aligned with education policies and practices that support peace, ustice and social inclusion. n this spirit, the worshop will provide participants an opportunity to develop awareness of the different approaches to teaching and learning respect for diversity and eplore the possibility of identifying a common understanding of what could be the minimum requirements to promote an appreciation of cultural diversity in a way that supports the commitments outlined in arget ..

hrough this worshop, it is epected that participants consider achievements, gaps and challenges in issues related to teaching and learning respect for diversity and the implementation of arget .. n line with the guidelines provided by the Forum organiers, the goal of this worshop is to introduce new thining, insights and innovative strategies that can support the implementation of G Education 200, with an emphasis on arget .. ore specifically, this worshop sees to develop

1. Awareness of the variety of approaches to teaching cultural diversity. 2. A common understanding of what it means to learn to respect diversity. he worshop will tae place in three parts,  – he session will begin with a brief presentation on the etent to which cultural diversity and acceptance of it are reflected in national curricula. he presentation will be based on the outcomes of two recently commissioned studies by E. Presentation followed by questions and answers, in the presence of a resource person (10 min).  – his part will be organised in a “talk show” format. Through a series of questions and answers, four panellists will share their views on what teaching and learning respect for diversity means to them and what are the epected outcomes of such eperiences (0 min).

18 Global itienship Education opics and Learning bectives (201). 19 httpswww.coe.intenwebeducationcompetencesfordemocraticculture 20 “Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non‐ violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”

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 The session will end with a moderated dialogue with the workshop participants on what are the main challenges, gaps, minimum requirements to ensure the implementation of Target 4.7 as concerns promoting the respect for diversity min. n a global contet, mared by the rise of new and continued threats to global peace, democracy, ustice and human rights, the international community is increasingly struggling with the notion of what it means to Council of Europe and UNESCO “respect diversity” as well as “teach and learn” about respect for diversity in a comple and globalied world. r Dov ynch, Chief of Section for Global Citizenship and eace Education, UNESC here is no single response to this question, as national, regional and international actors are continuously debating the matter, based on varied understandings of national and regional identities and interests.  on. eonor riones, Secretary of Education, epublic of the hilippines  r Sur ergan, ead, Education Department, Council of Europe UNESCO’s approach to Global Citizenship Education considers that “developing attitudes of empathy, solidarity  r Dean rooks, Inter‐gency Network for Education in Emergencies 18 and respect for differences and diversity” are part and parcel of the eperience of a global citien and should  s ilena aleva, uchschule Coburg, Germany Odyssey, ulgaria therefore be nurtured and taught through education. For the ouncil of Europe, the eference Framewor of ompetences for emocratic ulture (F)19 sets out, for the first time, the core values, sills, attitudes and nowledge and critical understanding that every citien needs in order to be active in a democratic society. Education is the main contributor to the development of these competences in students, and therefore to the . hat do we mean by “respect for diversity”? development of a democratic culture. . What does it mean to “teach respect for diversity”? hat is the variety of approaches to, or degrees of, teaching respect to diversity 20 In supporting countries’ efforts to achieve Target 4.7 of SDG 4 “Ensure inclusive and equitable quality . How to make sure “learning to respect diversity” is not just learning about diversity but also learning to education and promote lifelong learning opportunities for all”, which specifically highlights the importance of live peacefully and thrive in a diverse world by being an active democratic citizen Can we speak of promoting an appreciation of cultural diversity, the challenge is to ensure that policy commitments to cultural minimum requirements to ensure education promotes greater understanding among peoples and builds diversity are aligned with education policies and practices that support peace, ustice and social inclusion. effective, accountable and inclusive institutions at all levels that guarantee social inclusion SDG and n this spirit, the worshop will provide participants an opportunity to develop awareness of the different SDG 4, Target 4.7 approaches to teaching and learning respect for diversity and eplore the possibility of identifying a common understanding of what could be the minimum requirements to promote an appreciation of cultural diversity in a way that supports the commitments outlined in arget ..

hrough this worshop, it is epected that participants consider achievements, gaps and challenges in issues related to teaching and learning respect for diversity and the implementation of arget ..  Teaching and learning respect for diversity means different things to different people and involves many different learning eperiences. To ensure it supports the achievement of Target 4.7 in all its dimensions, education should provide learners with equal access to the values, attitudes, skills, n line with the guidelines provided by the Forum organiers, the goal of this worshop is to introduce new knowledge and critical understanding they need to live together in peace and participate fully as thining, insights and innovative strategies that can support the implementation of G Education 200, with citizens in a democratic society. an emphasis on arget .. ore specifically, this worshop sees to develop  In many countries and societies, nationallocaltraditional concepts promote ideas that echo the notions of “respect for diversity”, “solidarity”, “and “sharing a sense of humanity”; these concepts 1. Awareness of the variety of approaches to teaching cultural diversity. constitute entry points to promote respect for diversity through education. 2. A common understanding of what it means to learn to respect diversity. he worshop will tae place in three parts,  – he session will begin with a brief presentation Council of Europe eference ramework of Competences for Democratic Culture – on the etent to which cultural diversity and acceptance of it are reflected in national curricula. he httpswww.coe.intenwebeducationcompetences‐for‐democratic‐culture presentation will be based on the outcomes of two recently commissioned studies by E. Presentation followed by questions and answers, in the presence of a resource person (10 min). Council of Europe and SDG4 ‐ httpswww.coe.intSDG4  – his part will be organised in a Education for ustice E4 initiative ‐ httpswww.unodc.orge4 “talk show” format. Through a series of questions and answers, four panellists will share their views on UNESCO’s work on Global Citizenship Education httpsen.unesco.orgthemesgced what teaching and learning respect for diversity means to them and what are the epected outcomes of rogress on Education for Sustainable Development and Global Citizenship Education. indings of the th such eperiences (0 min). Consultation on the implementation of the 74 ecommendation concerning Education for International Understanding, Cooperation and eace and Education relating to uman ights and undamental reedoms 18 Global itienship Education opics and Learning bectives (201). – . UNESCO, . 19 httpswww.coe.intenwebeducationcompetencesfordemocraticculture ecommendation ecC2)13 by the Council of Europe’s of the Committee of Ministers to member States 20 “Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, on ensuring quality education among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non‐ violence, global citizenship and appreciation of cultural diversity httpssearch.coe.intcmagesresultdetails.aspObectIdc4fb and of culture’s contribution to sustainable development.”

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S gives unprecedented global recognition to the role of E and skills development as key mechanisms to support lifelong learning and youth employment argets 3, and in particular highlight these links and provide the rationale for emphasising the importance of offering youth opportunities to access learning that can better support transition to labour market he workshop will address challenges, gaps and opportunities in E and skills development in the period leading to 23 t will focus specifically on the targets and commitments made under Ss relating to skills for lifelong learning, decent work and entrepreneurship t will discuss as how how E and skills development can contribute to reduce income ineuality and offer better revenues through decent jobs he workshop will also give particular emphasis to the current labour market landscape for young people and highlight current international partnerships that address the skill barriers and ineualities young people face when seeking employment Session 1 ntroduction by the Moderator Session 2: ‘TVET & Skills Systems – Challenges and Opportunities to 2030’, presentation by Paul Comyn, Senior Skills Employability Specialist, O, followed by a moderated discussion Session 3: ‘Global Employment Trends for Youth and the Global Initiative on Decent Jobs for Youth’, presentation by Susana uerto onales, esearch echnical Specialist, O, followed by a moderated discussion Session lenary discussion that includes contributions from nominated respondents representing national and key constituent stakeholders

O and UNESCO Mr orhene Chakroun, Chief, Section of outh, iteracy and Skills evelopment, UNESCO  Mr aul Comyn, Senior Skills Employability Specialist, O  Ms Susana uerto onales, esearch echnical Specialist, O  re E and skill systems well placed to support the achievement of related targets under S?  What are the key skills gaps and employability constraints that affect youth employment and achievement of targets under S and S?  What types of partnerships and improved coordination areas necessary to support the achievement of skills and employability targets under S and S?

 overnments and social partners must increase political and financial commitment to E and skills development systems if the targets related to skills and employability under the SDG’s are to be met.  mproved coordination and engagement with social partners across education and training sectors is the primary lever for strengthening links between education, training and labour market  artnerships between the public and private sector that build on the epertise and networks of international and regional organisations offer an effective mechanism for setting and achieving youth training and employment targets

ESCO Strategy for TVET: http:unesdoc.unesco.orgimages0020022223e.pdf ESCO ecommendation for TVET: http:unesdoc.unesco.orgimages0020022e.pdf S gives unprecedented global recognition to the role of E and skills development as key mechanisms to support lifelong learning and youth employment argets 3, and in particular highlight these links and Decent Jobs for Youth Global Initiative: https:.decentobsforyouth.org provide the rationale for emphasising the importance of offering youth opportunities to access learning that can IO Sills and Employability: https:.ilo.orgsillslangeninde.htm better support transition to labour market

he workshop will address challenges, gaps and opportunities in E and skills development in the period leading to 23 t will focus specifically on the targets and commitments made under Ss relating to skills for lifelong learning, decent work and entrepreneurship t will discuss as how how E and skills development can contribute to reduce income ineuality and offer better revenues through decent jobs he workshop will also give particular emphasis to the current labour market landscape for young people and highlight current international partnerships that address the skill barriers and ineualities young people face when seeking employment Session 1 ntroduction by the Moderator Session 2: ‘TVET & Skills Systems – Challenges and Opportunities to 2030’, presentation by Paul Comyn, Senior Skills Employability Specialist, O, followed by a moderated discussion Session 3: ‘Global Employment Trends for Youth and the Global Initiative on Decent Jobs for Youth’, presentation by Susana uerto onales, esearch echnical Specialist, O, followed by a moderated discussion Session lenary discussion that includes contributions from nominated respondents representing national and key constituent stakeholders

The session ill feature a discussion of the connection beteen a rapidly changing orld of or impacted by the digital revolution, evolving demand for generic competencies and technical sills and a changing role of providers, ith an emphasis on lifelong learning.

The goal of the session is to eplore ho higher education ill be affected by and contribute to a fastchanging learning and or environment hile increasing inclusive access and enhancing eual opportunities of success. The session ill eplore the changing nature of the orld of or, ho this is reflected in a changing sills demand – affecting both technical sills and generic competencies, and hat are the conseuences for higher education systems and institutions. It ill discuss the groing role of higher education institutions EIs as actors ithin evolving lifelong learning systems and tools necessary to enable this development. It ill frame this discussion ithin the genda 2030 for Sustainable Development aims to leaving no one behind. ccess, insertion, permanence, and completion of uality higher education is of great interest for society. There has been a groing recognition of the need to rethin education and better understand its capacity to achieve transformation, not only at the individual level, but also at the societal level and promote another more ust and sustainable model of development. Greater attention to inclusion ill contribute to strengthening the relationship beteen social integration and education, hich is fundamental to the goals of development, democracy and peace. Countries must rethin social and human development and design from there the future that e ant for all, including the relationship beteen higher education and the orld of or. The orshop ill ic off ith a short introduction to the topic folloed by targeted uestions and short interventions by the panellists. The interventions ill be folloed by a moderated discussion of the panel, hich ill subseuently open up to the plenary to ointly identify ey learnings and policy measures.

:: The orld an and ESCO Dr. ina rnhold, Global ead for Tertiary Education, the orld an  Dr. arri etamo, ounder and Chairman, EDI, inland  Dr. Jamil Salmi, Global Tertiary Education Epert  r rancisco iguens, Cooperation Director, inistry of Education, rgentina  Dr. Hilligje van’t Land, Secretary General, International ssociation of niversities I  In hat ay is the orld of or changing hat are driving forces and ey elements of this change re these changes happening everyhere at the same pace  o does automatiation and the changing nature of or impact on the demand for technical sills and generic competencies  hat does this mean for higher education institutions, inclusion and idening access o is their role and delivery modus changing, and hich further changes can e epect in the years to come

The session ill feature a discussion of the connection beteen a rapidly changing orld of or impacted by ikely policy messages to emerge from this session are the digital revolution, evolving demand for generic competencies and technical sills and a changing role of providers, ith an emphasis on lifelong learning.  olicy makers and higher education institutions (s need to be aware of the rapidly changing nature of work and associated changes in the demand for knowledge, skills and competencies hey need to ensure that higher education systems and institutions are responsie to these changes  For higher education systems to become ‘futureproof’ while ensuring equity of access and outcomes, not The goal of the session is to eplore ho higher education ill be affected by and contribute to a fastchanging only learning outcomes and curricula need to reflect changes in society and the labor market, there also learning and or environment hile increasing inclusive access and enhancing eual opportunities of success. needs to be an appropriate ‘toolset’ (like bridging courses, students’ guidance and counselling, appropriate The session ill eplore the changing nature of the orld of or, ho this is reflected in a changing sills financing mechanisms, agile goernance, etc, to ensure fleible pathways and permeability demand – affecting both technical sills and generic competencies, and hat are the conseuences for higher education systems and institutions. It ill discuss the groing role of higher education institutions EIs as  s need to do more to rethink their role, as lifelong learning proiders and goernments will need to actors ithin evolving lifelong learning systems and tools necessary to enable this development. It ill frame this reflect this new role, including in funding mechanisms discussion ithin the genda 2030 for Sustainable Development aims to leaving no one behind. ccess, insertion, permanence, and completion of uality higher education is of great interest for society. There has been a groing recognition of the need to rethin education and better understand its capacity to achieve transformation, not only at the individual level, but also at the societal level and promote another more ust and sustainable model of development. Greater attention to inclusion ill contribute to strengthening the here is a significant body of literature on the topics of the automatiation and the changing world of work as relationship beteen social integration and education, hich is fundamental to the goals of development, well as the uniersities role within lifelong learning ecommended literature includes democracy and peace. Countries must rethin social and human development and design from there the future that e ant for all, including the relationship beteen higher education and the orld of or. he orld ank, ord eeoent eort The hanging ature of or (httpwwwworldbankorgenpublicationwdr The oe of igher ducation in Prooting ifeong earning The orshop ill ic off ith a short introduction to the topic folloed by targeted uestions and short , interventions by the panellists. The interventions ill be folloed by a moderated discussion of the panel, hich (httpunesdocunescoorgimagesepdf ill subseuently open up to the plenary to ointly identify ey learnings and policy measures. , European Universities’ Charter on Lifelong Learning (httpseuaeuresourcespublicationseuropeanuniersitiescharteronlifelong :: The orld an and ESCO learninghtml Dr. ina rnhold, Global ead for Tertiary Education, the orld an

 Dr. arri etamo, ounder and Chairman, EDI, inland

 Dr. Jamil Salmi, Global Tertiary Education Epert  r rancisco iguens, Cooperation Director, inistry of Education, rgentina  Dr. Hilligje van’t Land, Secretary General, International ssociation of niversities I  In hat ay is the orld of or changing hat are driving forces and ey elements of this change re these changes happening everyhere at the same pace  o does automatiation and the changing nature of or impact on the demand for technical sills and generic competencies  hat does this mean for higher education institutions, inclusion and idening access o is their role and delivery modus changing, and hich further changes can e epect in the years to come

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lobally, education is critically underfunded at a time when there is a learning crisis t is therefore urgent to eplore current trends in education sector financing and identify the challenges and opportunities to inest in achieing educational equity chieing is key to reducing inequality within and among countries n order to realie and the whole ustainable eelopment oals ( agenda, higher leels of funding and more equitable financing for education is required

id to the education sector, in terms of olume and share of total aid, is increasing to reach its highest leels since oweer, current amounts are not sufficient to reach the billion annual financing gap estimated for low and lower middleincome countries that depend on official deelopment assistance ( to be able to delier targets umanitarian aid to education still falls short of the percent target orkshop participants will eamine what needs to be done to reerse these trends, including innoatie mechanisms that are being eplored

s highlighted in the ddis baba ction genda, the effectie mobiliation of both domestic and eternal resources is central to the achieement of the genda nestments in education and the other s featured in the nited ations ighleel olitical Forum on ustainable eelopment (F in can hae a reinforcing effect in economic growth, reduced inequalities, climate change and peace building and translate in benefits for the whole genda n addition, strategies to improe and increase deelopment financing more broadly – such as ta reform and innoatie mechanisms – may benefit multiple sectoral efforts

n order to successfully resource , the international community will need to draw from domestic and international resources and nontraditional sources o hae the most sustainable impact at the system leel, it is critical for all maor funders of education – goernments, aid agencies, philanthropy and the priate sector – to work together to align their financing behind strong national education sector plans to proide free, quality public education for all n addition, peer learning between countries in respect of resource mobilisation and effectie resource allocation and use can contribute greatly to improed outcomes his workshop will proide an oeriew of trends in education financing with a iew towards how to make greater strides to reduce inequality t will feature current trends in education financing, including the latest data on aid to education and domestic resource mobiliation and spending n eamining the trends, the workshop will then recommend the policy solutions needed to ensure that funding for not only dramatically increases, but also is allocated and spent effectiely and targeted to reach those countries and populations with the greatest needs

and s Fanny enedetti, hief of gender, education, youth, inistry of Foreign ffairs, France

–   

 lobally, education is critically underfunded at a time when there is a learning crisis t is therefore urgent to eplore current trends in education sector financing and identify the challenges and opportunities to inest in  achieing educational equity   chieing is key to reducing inequality within and among countries n order to realie and the whole ustainable eelopment oals ( agenda, higher leels of funding and more equitable financing for education is required

omestic resources are on an upward trend thanks to increases in ta reenue but education is not being prioritied and education budgets are not reaching those with the greatest need he household costs of education continue to place a disproportionate burden on the poorest who can’t afford to send their children to school he workshop will eamine how to mobilie increased domestic resources, and also distribute, utilise and manage those resources effectively so that they contribute to achieving countries’ educational objectives to the fullest ighincome countries still need to make greater strides towards their commitments in national spending on education, with a focus on the quality of the resources and the effectieness of their use, and reaching the most marginalied, including migrant populations  – id to the education sector, in terms of olume and share of total aid, is increasing to reach its highest leels  – since oweer, current amounts are not sufficient to reach the billion annual financing gap estimated for low and lower middleincome countries that depend on official deelopment assistance ( to be able to delier targets umanitarian aid to education still falls short of the percent target orkshop participants will eamine what needs to be done to reerse these trends, including innoatie mechanisms that  are being eplored

his workshop will proide an oeriew of trends in education financing with a iew towards how to make greater strides to reduce inequality t will feature current trends in education financing, including the latest data on aid to education and domestic resource mobiliation and spending n eamining the trends, the workshop will then recommend the policy solutions needed to ensure that funding for not only dramatically increases, but also is allocated and spent effectiely and targeted to reach those countries and populations with the greatest needs

and s Fanny enedetti, hief of gender, education, youth, inistry of Foreign ffairs, France

challenges of education. Some of this potential has been highlighted in UNESCO’s Qingdao declaration (2015).

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Technology can also work for schools to involve students’ parents, sometimes with mere mobile technology, and

Finally, in line with initiatives such as UNESCO’s “ICT in education” prize or Results for Development’s bank of

  

1. hat are promising models of digital technology in education to improve the access to education of the most vulnerable populations 2. hat are promising models of digital technology in education to improve the uality of education and the learning of the ecluded or most vulnerable populations . hat new uses of technology could improve the efficiency and management of current education provision and support innovative practices . ow to tackle the disparities of access to technology within countries and stimulate other forms of challenges of education. Some of this potential has been highlighted in UNESCO’s Qingdao declaration (2015). innovation than technology innovation

 Technology and innovation in schools governments and other relevant stakeholders should prioritise technology policies and programmes that have the potential to increase access to uality 1 education at scale for the most vulnerable groups . Technology could be harnassed to prevent – those populations from dropping out, while providing them with adeuate learning resources and innovative education provision approaches. This also includes revisiting educational curricula so that they are better aligned with the digital transformation that affects societies and economies globally.  Technology and innovation beyond schools governments should support innovative ways of using technology for recognition, certification, and giving access to uality learning resources, making lifelong learning, reskilling and informal learning a reality. This includes competencybased programmes, OOCs, open educational resources, and other forms of open education.  Technology and innovation for system improvement governments should put in place clear policies for innovation in education and use technology to build a modern data infrastructure that will allow different stakeholders to make informed decisions to address the challenges of access, uality and euity in their systems. This includes a critical look on their regulatory environment so that it Technology can also work for schools to involve students’ parents, sometimes with mere mobile technology, and balances uality, efficiency and euity gains against privacy and ethical concerns.

Finally, in line with initiatives such as UNESCO’s “ICT in education” prize or Results for Development’s bank of IIE Data revolution to measure euity in education for the SDs UNESCO – OER Declaration consultation httpswww.oercongress.orgwpcontentuploads2010DraftOERRecommendationersionDraft1 pril201tetforonlineconsultationEN.pdf OECD – Open Educational Resources Catalyst for Innovation httpwww.oecd.orgfrinnovationopeneducationalresources225en.htm UNESCO Qingdao Declaration httpunesdoc.unesco.orgimages002002252m.pdf OECD Students, Computers and earning httpwww.oecd.orgpublicationsstudentscomputersandlearning22555en.htm OECD Innovation Strategy for Education and Training httpwww.oecd.orgeducationceriinnovationstrategyforeducationandtraining.htm   

thus called for CSO engagement “at all stages from planning to monitoring and evaluation”. It further underscored that “…with their participation institutionalised and guaranteed, they can:    dence from practice, from citizens’ assessments and from research to inform budgeting.”

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society’s work in holding governments accountable through the VNR

he workshop will be organized as a panel including the following themes:  dvancing the S agenda: CSO eperience in the architectures and perspectives from the global level  dvancing the S agenda: CSO eperience in the architectures and perspectives from the rab region thus called for CSO engagement “at all stages from planning to monitoring and evaluation”.  CSO – overnment collaboration in advancing S ducation in mergencies: CSO responses and It further underscored that “…with their participation institutionalised and guaranteed, they can: perspectives   outh vision for ducation :: Collective Consultation of NOs ducation  Coordination roup CCNO s aria han, S  dence from practice, from citizens’ assessments and from research to inform  s. arie Claude achononor Liaison Coittee  s. Camilla Croso, C budgeting.”  r Refaat Sabah, C

 r d. Sohorab ossain, Secretary, inistry of ducation, overnment of angladesh  r eter yllarsen, IN dvocacy Coordinator  s. Victoria Ibiwoye, outh representative in SC and C – . hat have been the main political, social and economic bottlenecks and opportunities encountered so far in the implementation of S and the impacts of these in CSO engagement in education policy and the S follow up

. o what etent has civil society participation been guaranteed and institutionalised in the SS processes . hat are some of the key learning points from the spotlight reports by CSOs of national VNRs . hat are recommendations towards guaranteeing institutionalised and meaningful CSO participation in S planning, implementation and monitoring that can also inform work on S , building effective, accountable and inclusive institutions at all levels including participatory decision making and global governance, thus fostering member states’ accountability?  ore needs to be done to institutionalise and enable meaningful civil society participation in the SS processes, including holding regular broadbased consultations of education stakeholders, including CSOs, and enabling CSOs’ meaningful participation in the development of VNRs.  CSO generated data, or reports developed to feed into the VNR and processes should be accorded with official recognition and status, including through the review session of the and the VNR reporting system planned for the N in September . society’s work in holding governments accountable through the VNR

he genda for Sustainable evelopment represents an opportunity to advance to a more holistic understanding of lifelong learning, demonstrating that its value lies not only in economic outcomes, but also in social, environmental, cultural and democratic ones. Building people’s capacities in this regard is crucial to the development of prosperous, safe and sustainable societies. roviding learning opportunities throughout life reuires an integrated approach, including fleible learning pathays, to enable learners to move seamlessly beteen formal and nonformal learning opportunities and to have their sills and competences recognied, regardless of here they ere acuired. Recogniing and valuing learning outcomes can significantly improve people’s selfesteem and strengthen their labour maret opportunities, hile helping to integrate broader sections of the population into an open and fleible education and training system, and to build inclusive societies. rticulated in Sustainable evelopment oal S , lifelong learning is at the heart of sustainable development and is a key driver of the United Nations’ 2030 Agenda. Lifelong learning represents an effective and potentially transformational means of addressing some of the emerging challenges faced by countries in the tentyfirst century. f countries can realie the potential of lifelong learning as a guiding principle for promoting and achieving sustainable development, they ill be better able to mae progress not only toard S , but across all Ss. ncreasingly, the global policy community acnoledges that investing in learning throughout life promotes the fleibility, creativity and productivity of orers, improves people’s health and wellbeing, maes families and communities more resilient, and fosters democratic citienship. he profound nature of the changes facing ember States and people calls for ne types of policies and institutional settings for developing noledge and sills in a holistic, crosssectoral, decentralied and lifelong learning framework. Today’s societies will not be able to meet the ecological, economic, social and cultural challenges that they are no facing ithout creating learning pathays throughout life and in varied settings and contets. ence, establishing learning societies goes hand in hand ith promoting sustainable development.

his session eamines lifelong learning from a holistic perspective as a guiding principle to transform education systems, as a foundation for people’s empowerment, as an imperative for developing twentyfirst century sills, and as a crucial driver of sustainable development.

Lifelong learning as an organizing principle for education policy Countries around the globe have taen different approaches to applying lifelong learning and using it as a principle for education policymaing. here is no universal ay to develop and implement lifelong learning in countries and the specific priorities will depend on each country’s political, socioeconomic and educational contet. ransforming education systems based on the holistic principles of lifelong learning demands a cross sectoral approach involving a range of staeholders at different levels. National governments play a critical role in ensuring greater coordination ithin and beteen government departments and in creating the conditions for improved synergy beteen government and partners from different sectors. t is important that cooperation crosses the boundaries beteen formal, nonformal and informal learning, and involves the private sector and civil society. his ill ensure that the diverse places and spaces in hich learning taes place are properly utilied and the resources necessary to allo omen and men to develop the capacities and competences they need to survive and thrive in a orld characteried by rapid technological, environmental, social and economic change are fully mobilied.

Literacy and basic skills as a foundation for lifelong learning hrough the genda, literacy and basic sills have been recognied as the foundation for lifelong learning and development. hey are indispensable for not only the achievement of S and its related targets, but also to meet the other Ss. oever, the potential of literacy and numeracy to transform our orld is only possible if a lifelong learning perspective is employed and integrated, multisectoral approaches that dra the

focus from supply to demand adopted. In today’s fastchanging society, everyone needs to have a wide set of knowledge, skills and competences. This importantly includes literacy and numeracy, which – from a lifelong learning perspective – need to be understood as part of a comple set of core competencies that reuire he genda for Sustainable evelopment represents an opportunity to advance to a more holistic learning and updating on a continuous basis. understanding of lifelong learning, demonstrating that its value lies not only in economic outcomes, but also in social, environmental, cultural and democratic ones. Building people’s capacities in this regard is crucial to the Lifelong learning for skills development development of prosperous, safe and sustainable societies. roviding learning opportunities throughout life Technological change, in particular the digital revolution, has made lifelong learning an economic imperative in reuires an integrated approach, including fleible learning pathays, to enable learners to move seamlessly the twentyfirst century, which demands new skills of workers and citiens. merging developments in artificial beteen formal and nonformal learning opportunities and to have their sills and competences recognied, intelligence and robotics are changing whole industries and making many obs, which until recently only humans regardless of here they ere acuired. Recogniing and valuing learning outcomes can significantly improve could do, obsolete. This trend is already transforming some industries, such as phone manufacture, whereby people’s selfesteem and strengthen their labour maret opportunities, hile helping to integrate broader intelligent robots do obs previously carried out by people, and will soon reconfigure others. Automation will sections of the population into an open and fleible education and training system, and to build inclusive drastically change many occupations, with millions of workers having to adapt their skills. The impact of this societies. change is hard to predict, yet its nature means that it will not be enough simply to retrain or upskill workers, but rather to foster people’s capacity to be creative and to learn continuously throughout their lives.

rticulated in Sustainable evelopment oal S , lifelong learning is at the heart of sustainable development and is a key driver of the United Nations’ 2030 Agenda. Lifelong learning represents an effective Learning cities as an approach to implement the SDGs at local level and potentially transformational means of addressing some of the emerging challenges faced by countries in the Although the primary responsibility for achieving the s lies at country level, implementation does not fall tentyfirst century. f countries can realie the potential of lifelong learning as a guiding principle for promoting eclusively within the remit of national governments. f the ambitious vision of the 2030 Agenda is to be and achieving sustainable development, they ill be better able to mae progress not only toard S , but achieved, it will be crucial to work together across all sectors and at multiple levels. Based on their proimity to across all Ss. ncreasingly, the global policy community acnoledges that investing in learning throughout the needs of citiens, local governments are best placed to link the global goals to local communities and are life promotes the fleibility, creativity and productivity of orers, improves people’s health and wellbeing, particularly encouraged to create green, healthy, euitable and inclusive living environments, which offer maes families and communities more resilient, and fosters democratic citienship. sufficient opportunities for decent work and entrepreneurship. Building learning cities has proven an effective way of enhancing access to and participation in lifelong learning, contributing to the creation of more sustainable living environments. The learning cities concept is a peoplecentred and learningfocused approach, he profound nature of the changes facing ember States and people calls for ne types of policies and which provides a collaborative, actionorientated framework for working on the diverse challenges that cities institutional settings for developing noledge and sills in a holistic, crosssectoral, decentralied and lifelong increasingly face. learning framework. Today’s societies will not be able to meet the ecological, economic, social and cultural challenges that they are no facing ithout creating learning pathays throughout life and in varied settings UN nstitute for Lifelong Learning UL and contets. ence, establishing learning societies goes hand in hand ith promoting sustainable development. r avid Atchoarena, irector, UN nstitute for Lifelong Learning his session eamines lifelong learning from a holistic perspective as a guiding principle to transform education  r erigne baye Thiam, inister of National ducation, enegal tbc systems, as a foundation for people’s empowerment, as an imperative for developing twentyfirst century sills,  r wango im, ecretaryeneral, orean National ommission for UN and as a crucial driver of sustainable development.  r amilo utierre, ead of inance and lanning, inistry of ducation, olombia tbc Lifelong learning as an organizing principle for education policy  s atarina opovic, ecretaryeneral, nternational ouncil for Adult ducation A Countries around the globe have taen different approaches to applying lifelong learning and using it as a  r aul omyn, enior kills and mployability pecialist, nternational Labour rganiation L principle for education policymaing. here is no universal ay to develop and implement lifelong learning in countries and the specific priorities will depend on each country’s political, socioeconomic and educational contet. ransforming education systems based on the holistic principles of lifelong learning demands a cross . ow can governments adopt and implement a holistic approach to lifelong learning policies, promoting sectoral approach involving a range of staeholders at different levels. National governments play a critical role fleible learning pathways, sustaining employability and ensuring access to learning throughout life in ensuring greater coordination ithin and beteen government departments and in creating the conditions 2. ow is the concept of literacy changing hat does it mean to adopt a lifelong learning perspective on for improved synergy beteen government and partners from different sectors. t is important that cooperation literacy crosses the boundaries beteen formal, nonformal and informal learning, and involves the private sector and civil society. his ill ensure that the diverse places and spaces in hich learning taes place are properly utilied hat is the role of local governments in realiing lifelong learning for all, and how can the concept of and the resources necessary to allo omen and men to develop the capacities and competences they need to learning cities help to achieve more sustainable living environments survive and thrive in a orld characteried by rapid technological, environmental, social and economic change are fully mobilied.

 ducation systes based on the holistic principles of lifelong learning need to adopt fleible learning pathays a strong articulation beteen foral and nonforal education and fraeors and operational echaniss for the recognition validation and accreditation of non foral and inforal learning outcoes.  e fors of governance are needed to elicit fully the benefits of lifelong learning. his reuires crosssectoral collaborative and decentralied governance going beyond inistries of education and vocational training and involving other inistries and governent agencies at all levels of public governance as ell as cities the private sector and civil society in pursuit of integrated intersectoral policyaing and anageent.  iteracy and basic sills need to be understood as a learning continuu of proficiency levels and a foundation for lifelong learning. his should be reflected in adeuate policies prograing and funding at national and local levels and reuires higher level of funding fro the international counity ith particular attention given to countries ith lo levels of youth and adult literacy.

I. . Litera an uera fro a Lifelong Learning erspetive. I olicy rief . aburg I. vailable at httpunesdoc.unesco.orgiages.pdf . . Euation nheon elaration an raeor for tion for the Ipleentation of ustainale evelopent oal Ensure nlusive an Euitale ualit Euation an roote Lifelong Learning pportunities for ll aris . vailable at httpuis.unesco.orgsitesdefaultfilesdocuentseducationincheonfraeorforaction ipleentationofsdgen.pdf

r  ducation systes based on the holistic principles of lifelong learning need to adopt fleible rganie the UEC nstitute for Lifelong Learning UL ona eeer h learning pathays a strong articulation beteen foral and nonforal education and fraeors and operational echaniss for the recognition validation and accreditation of non ithin the fraeor of and the broader sustainable developent agenda literacy reains one of the foral and inforal learning outcoes. ost iportant building blocs of the ellbeing of our societies. ast onth oveber the General Assembly adopted a resolution entitled “Literacy for Life: shaping future agendas” which underlines the  e fors of governance are needed to elicit fully the benefits of lifelong learning. his reuires iportance of literacy as the foundation for lifelong learning a building bloc for achieving huan rights and crosssectoral collaborative and decentralied governance going beyond inistries of education fundaental freedos and a driver of sustainable developent. he tet ased overnents to scale up and vocational training and involving other inistries and governent agencies at all levels of literacy prograes for all. public governance as ell as cities the private sector and civil society in pursuit of integrated intersectoral policyaing and anageent. he eneral ssebly specifically reuested to continue its coordinating role of the lobal lliance for  iteracy and basic sills need to be understood as a learning continuu of proficiency levels and a iteracy and to provide support to eber tates in their efforts toards ipleenting target . on youth and foundation for lifelong learning. his should be reflected in adeuate policies prograing and adult literacy in connection ith the other literacy related targets. his reinforces the iportance of target . funding at national and local levels and reuires higher level of funding fro the international to ensure that all youth and a substantial proportion of adults both en and oen achieve literacy and counity ith particular attention given to countries ith lo levels of youth and adult nueracy by hile recogniing that literacy is a continuu of different proficiency levels that are literacy. developed throughout life and across different life contets.

In vie of achieving better results eber states adopted last onth at a eeting hosted by eico a refocused and targeted approach giving particular attention to the countries ith a literacy rate belo plus the countries hich concentrate the largest nuber of illiterate people. olloing this decision a olicy oru eained in eico city ho to further strengthen and innovate literacy policies plans and I. . Litera an uera fro a Lifelong Learning erspetive. I olicy rief . prograes and agreed to a set of folloup initiatives aiing at aburg I. vailable at httpunesdoc.unesco.orgiages.pdf  better understanding the current state of the art in literacy policies and prograes in countries . . Euation nheon elaration an raeor for tion for the Ipleentation of  assessing the cost of achieving target . in countries ustainale evelopent oal Ensure nlusive an Euitale ualit Euation an roote Lifelong  Learning pportunities for ll aris . vailable at better articulating the literacy agenda ithin the overall process httpuis.unesco.orgsitesdefaultfilesdocuentseducationincheonfraeorforaction  strengthening advocacy efforts toards countries and developent partners to ensure that youth and ipleentationofsdgen.pdf adult literacy does not becoe the aid orphan of the agenda. he side event at ill provide an opportunity to provide evidence of countries’ commitment to the literacy agenda, share stakeholders’ perspectives on how best integrate literacy strategies within broader public policies discuss ideas to better proote the literacy agenda ithin the fraeor of and through discuss the ay forard in ters of advocacy partnership and funding.

The GAL side event at GEM will provide an opportunity to provide evidence of countries’ commitment to the literacy agenda, share stakeholders’ perspectives on ho best integrate literacy strategies ithin broader public policies discuss ideas to better proote the literacy agenda ithin the fraeor of and through discuss the ay forard in ters of advocacy partnership and funding.

rovisional prograe eceber hh  r avid tchoarena irector of the Institute for ifelong earning I  r aliane ariou inister of aternal and riary ducation enin r erigne baye hia inister of ational ducation enegal  r aul oyn enior ills and ployability pecialist International abour rganiation  rs asheda . houdhury ecutive irector apaign for opular ducation

octail h

The Agenda for ustainable evelopment is universal, holistic and indivisible, with a special imperative to leave no one behind The Gs are interdependent and can only be achieved if implemented together, reinforcing each other The globally shared concern for sustainability implies a universal agenda relevant to all societies regardless of development status As such, understanding the interlinkages between the various goals and targets, as well as the ways in which they interact and influence each other, is central to the overall success of the implementation of the Agenda

hile education in the Agenda for ustainable evelopment is most eplicitly formulated as a stand alone goal G, there are also a number of educationrelated targets andor indicators in other sustainable development goals These include health and wellbeing Target , gender euality Target , decent work Target , responsible consumption and growth Target , and climate change mitigation Target

t is this combination of G and of the educationrelated targets and indicators in other development goals, which may be referred to as ‘Education 2030’.

ithin the ustainable evelopment Agenda, meeting the education goal is regarded as key for the progress of all other Gs e also know that investments in education that are not accompanied by concurrent progress in other aspects of human wellbeing will fall short of enabling all people to realie their full potential in life

As the main platform on ustainable evelopment, the ighLevel olitical orum L has a central role in the followup and review of the ustainable evelopment Goals Gs at the global level The L eamines a set of goals annually, as well as their twoway interlinkages The L eview will be devoted to the theme “Epoering people an ensuring inlusiveness an eualit” and includes an indepth review of G together with the following goals: G on ecent ork and Economic Growth G on educed neualities G on limate action, and G on eace, ustice and trong nstitutions

anel interveners and Global Meeting participants will be challenged to reach beyond their respective areas of work to eplore the critical interactions between G and the rest of Agenda , including the goals and targets in focus at L , to eplore pathways that leverage progress in multiple areas, develop a common understanding of challenges and shared approaches towards achieving overarching Gs outcomes, and produce recommendations on new and innovative ways in which multiple, diverse actors can work together towards these ends

hat are the most significant interlinkages – based on the most recent thinking and evidence – between G and the rest of the Agenda n particular, how does ensuring uality education and eual learning opportunities for serve as an enabler for decent work and economic growth, reduced ineualities, climate action, and peace, ustice and strong institutions ow do the nature of these interlinkages vary across countries in different circumstances, or impact specific population groups differently Given the interconnectedness and interdependence of the ustainable evelopment Goals, what are some concrete ways to go beyond a silo approach and ensure that the education sector is better articulated with other development sectors ow can policy coherence be ensured across sectors hat are some

ractical ways in which olicy maers and multistaeholder artnershis can leerage these interlinages for effectie action at subnational, national, regional and global leels hat would be some ey areas, e.g. data aailability science, technology and innoation financing and caacity deeloment, that can be inested in to ensure acceleration towards the s The Agenda for ustainable evelopment is universal, holistic and indivisible, with a special imperative to leave no one behind The Gs are interdependent and can only be achieved if implemented together, reinforcing each other The globally shared concern for sustainability implies a universal agenda relevant to all societies regardless of development status As such, understanding the interlinkages between the various goals and targets, as well as the ways in which they interact and influence each other, is central to the overall success of the implementation of the Agenda

hile education in the Agenda for ustainable evelopment is most eplicitly formulated as a stand • ll s are interdeendent and can only be achieed if imlemented together. ince education is alone goal G, there are also a number of educationrelated targets andor indicators in other not only an integral art of, but also a ey enabler for sustainable deeloment, it needs to be sustainable development goals These include health and wellbeing Target , gender euality Target included in national deeloment lans and strategies to achieing all s. , decent work Target , responsible consumption and growth Target , and climate change • hile education is essential for sustainable deeloment, adancements in education reuire mitigation Target accomanied imroements in other asects of wellbeing to fully realie their imacts. rogress towards other s may be a necessary recondition for attaining some of the education targets, t is this combination of G and of the educationrelated targets and indicators in other development and ice ersa. goals, which may be referred to as ‘Education 2030’. • ien the imortant of collectie nowledgeintelligence needed to address comle intersectoral issues, education and research are ey for nowledge roduction and dissemination and should be rioritied in deeloment olicies and strategies. ithin the ustainable evelopment Agenda, meeting the education goal is regarded as key for the progress of all other Gs e also know that investments in education that are not accompanied by concurrent progress in other aspects of human wellbeing will fall short of enabling all people to realie their full potential in life

As the main platform on ustainable evelopment, the ighLevel olitical orum L has a central role in the followup and review of the ustainable evelopment Goals Gs at the global level The L eamines a set of goals annually, as well as their twoway interlinkages The L eview will be devoted to the theme “Epoering people an ensuring inlusiveness an eualit” and includes an indepth review of rief resentations on interlinages will sere to initiate an interactie anel discussion G together with the following goals: G on ecent ork and Economic Growth G on educed neualities G on limate action, and G on eace, ustice and trong nstitutions

nclusion and gender euality in and through education are the cornerstone of a transformatie education agenda. his means that each indiidual has an eual oortunity for educational rogress. his also means that we build on diersity to gie eery girl and boy, eery woman and man, a chance to shae the destiny of his or her societies.

et, the world is still a long way from ensuring that eeryone has the right to a uality education. e hae seen rogress across the world – but not enough. 2 million rimary and secondary age children and youth are out of school today. ide and often mutually reinforcing disarities are also eident within countries, including disarity in terms of ruralurban settings, household wealth, gender, migrant status, ability and ethnicity.

here are also shar ineualities in oerty in and between countries. hildren from the oorest homes are fie times less liely to comlete school than those from the richest. irls and women carry the heaiest burden and ust of oor rural young women in lowincome countries comlete secondary school. million adults are illiterate – two thirds are women, a figure unchanged since 2000.

neuality in education manifests itself in all asects of the education rocess access, retention, comletion, treatment, learning outcomes, as well as education and career choices, disroortionately affecting girls and women, articularly those in settings of conflict and instability.

asting eace and sustainable deeloment are imossible while these leels of ineuality ersist. here is also a huge economic cost in our failure to ensure that children, youth and adults hae the adantage of uality education that enables them to deelo the cometencies necessary for dignified life and decent wor.

t is imortant to accelerate efforts by focusing on those learners who are most at ris of eclusion or underachieement. oor uality of education rimarily affects the most disadantaged learners, and is articularly erasie in deeloing countries. or learners, it leads to high reetition and droout rates, failure to acuire effectie cometencies, and limited oortunities for further learning and for imroed uality of life. oor uality education has tremendous implications for countries’ development including inefficient use of limited financial resources, wasted human otential and lost socioeconomic benefits from education.

he central message of inclusion and gender euality is therefore simle he comleity arises, howeer, when we ut this message into ractice. his reuires a change in thining and ractice at eery leel of an education system from classroom teachers and others who roide educational eeriences directly, through to those resonsible for national olicy.

he anel will focus on the challenges and strategies to oercome ersistent barriers for ulnerable and marginalied grous ecluded from eual education oortunities on the grounds of gender, ethnicity, ability, socioeconomic status or other arameters. t will elore the root causes of the ineualities, disarities and dierse forms of eclusion and discrimination affecting children and youth as well as the olicies and strategies to increase access, reduce droout, reetition and failure rates and to eliminate the gender ga in education. he anel aims to highlight innoatie and romising educational olicies and strategies to reach all learners, resecting their dierse needs, abilities and characteristics and to eliminate all forms of discrimination in the learning enironment.

hat are the main challenges and oortunities in imlementing inclusie and genderresonsie education olicies

hat effective strategies and partnerships eist eg crosssectoral, publicprivate, parentsschools, outhouth and orthouth to ensure euality of educational opportunity to promote inclusiveness and gender euality nclusion and gender euality in and through education are the cornerstone of a transformatie education agenda. his means that each indiidual has an eual oortunity for educational rogress. his also means that we build on diersity to gie eery girl and boy, eery woman and man, a chance to shae the destiny of his or her societies. • overnments should strengthen, and partners should support, crosssectoral development policies and plans, consistent with the overall genda for ustainable evelopment, to et, the world is still a long way from ensuring that eeryone has the right to a uality education. e hae seen address the social, cultural and economic barriers that deprive the most vulnerable and rogress across the world – but not enough. 2 million rimary and secondary age children and youth are out marginalied of their right to uality education of school today. ide and often mutually reinforcing disarities are also eident within countries, including • overnments should ensure more euitable allocation of public funding to social sectors, disarity in terms of ruralurban settings, household wealth, gender, migrant status, ability and ethnicity. including education, ensuring gendersensitive approaches and a focus on the most marginalied

and vulnerable segments of the population here are also shar ineualities in oerty in and between countries. hildren from the oorest homes are fie times less liely to comlete school than those from the richest. irls and women carry the heaiest burden and • overnments should ensure strategies that remove or minimise the attitudinal and ust of oor rural young women in lowincome countries comlete secondary school. million adults are environmental barriers to everyone’s full participation in education and that promote safe and illiterate – two thirds are women, a figure unchanged since 2000. inclusive learning environments that foster the development of learners’ knowledge, skills, attitudes and behaviours neuality in education manifests itself in all asects of the education rocess access, retention, comletion, treatment, learning outcomes, as well as education and career choices, disroortionately affecting girls and women, articularly those in settings of conflict and instability.

hat are the main challenges and oortunities in imlementing inclusie and genderresonsie education olicies

eaving no one behind is among the most aspirational and often cited global commitments of the nited ations genda for ustainable evelopment igration and displacement are two global challenges the agenda needs to address in achieving the 17 Sustainable Development Goals (SDGs), including SDG 4: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Migration and displacement interact with education in many ways, as UNESCO’s 2019 Global Education Monitoring (GEM) Report is showing.

hose affected include those who move, those who stay and those who host immigrants, refugees or other displaced populations nternal migration is an issue in many rapidly urbaniing middleincome countries where many rural children are leftbehind by migrating parents or, seriously underserved in terms of education and other social services if they accompany their parents nternational migration is most visible in highincome countries, where immigrants make up substantial numbers in classrooms ut it also affects sending countries, which see many of their skilled nationals emigrate isplacement is particularly acute in lowincome countries, which host of the global population but of the global refugee population, often in their most educationally deprived areas ore than half of those forcibly displaced are under age here are more internally displaced people than refugees as a result of conflict

igration and displacement affect education ducation systems are impacted, from policy and planning to infrastructure and financing to curriculum content and teaching and learning practices hey reuire systems to accommodate those who move and those left behind ountries are challenged to fulfil the international commitment to respect the right to education for all hey must often act uickly, under severe constraints or even opposition from some constituencies hey have to address the needs of those cramming into slums, living nomadically or awaiting refugee status eachers have to deal with diverse, multilingual classrooms and traumas affecting displaced students, often with little or no prior preparation or support ualifications and prior learning need to be recognized to make the most of migrants’ and refugees’ skills.

ducation also affects migration and displacement t is a maor driver in the decision to migrate ducation affects not only migrants’ attitudes, aspirations and beliefs but also those of their hosts ncreased classroom diversity brings both challenges and opportunities to learn from other cultures and eperiences ppropriate education content can help citiens critically process information and promote cohesive societies inappropriate content can spread negative, partial, eclusive or dismissive notions of immigrants and refugees

ountries are including immigrants and refugees in national education systems overnments have taken increasingly bold steps to assume education responsibilities previously provided for only in international agreements clusionary practices are being abandoned as a result of forwardlooking decisions, political pragmatism and international solidarity ountries party to the lobal ompact for afe, rderly and egular igration and the lobal ompact on efugees, which etensively refer to education, recognie education as an opportunity he panel debate will discuss key recommendations and reflect on the opportunities and challenges in inclusion of migrant and displaced children and youth in national education systems

 hat steps has your governmentorganization taken to include migrants, refugees and other displaced populations in national education systems eaving no one behind is among the most aspirational and often cited global commitments of the nited ations  hat are the main challenges for your governmentorganization to ensure the inclusion of migrants, genda for ustainable evelopment igration and displacement are two global challenges the agenda refugees and other displaced populations in national education systems hat role can the two global needs to address in achieving the 17 Sustainable Development Goals (SDGs), including SDG 4: ‘Ensure inclusive compacts play and equitable quality education and promote lifelong learning opportunities for all’. Migration and displacement interact with education in many ways, as UNESCO’s 2019 Global Education Monitoring (GEM) Report is showing. hose affected include those who move, those who stay and those who host immigrants, refugees or other displaced populations nternal migration is an issue in many rapidly urbaniing middleincome countries where many rural children are leftbehind by migrating parents or, seriously underserved in terms of education and  Ensure the right to education for migrants, refugees and other displaced populations other social services if they accompany their parents nternational migration is most visible in highincome  nclude migrants, refugees and other displaced populations in national education systems countries, where immigrants make up substantial numbers in classrooms ut it also affects sending countries, which see many of their skilled nationals emigrate isplacement is particularly acute in lowincome countries, which host of the global population but of the global refugee population, often in their most educationally deprived areas ore than half of those forcibly displaced are under age here are more internally displaced people than refugees as a result of conflict Starting with a short animated video and presentation of the key findings from UNESCO’s 2019 Global Education Monitoring Report on migration and displacement to frame the discussion, a highlevel panel will share igration and displacement affect education ducation systems are impacted, from policy and planning to perspectives on the theme, followed by interaction with respondents from the floor. infrastructure and financing to curriculum content and teaching and learning practices hey reuire systems to accommodate those who move and those left behind ountries are challenged to fulfil the international commitment to respect the right to education for all hey must often act uickly, under severe constraints or even opposition from some constituencies hey have to address the needs of those cramming into slums, living nomadically or awaiting refugee status eachers have to deal with diverse, multilingual classrooms and traumas affecting displaced students, often with little or no prior preparation or support ualifications and prior learning need to be recognized to make the most of migrants’ and refugees’ skills.

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the HLPF meeting schedule is “to review the SDG 4 up and review mechanisms for the SDGs” (  stics, which is “the official source of cross education” and custodian agency for 9 global indicators leads the methodological development of and provides “support to Member States to strengthen relevant meas monitoring capacities” (  the Global Education Monitoring (GEM) Report, which is “the mechanism for monitoring and reporting on SDG 4” and on “the implementation of national and international strategies”; and  Education 2030 SC) whose aim is to “provide strategic adequate financing; and encourage harmonization and coordination of partner activities”.

ries to share experiences on education systems’ strengthening in meeting the 2030 Agenda  What new policies or strategies best reflect the countries’ commitments to SDG4 

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the HLPF meeting schedule is “to review the SDG 4 up and review mechanisms for the SDGs” ( “Youth” has the advantage of being one of the few concepts with dual meaning in policy, research and practice. t is recognied as both a life stage and a group of individuals with specific characteristics and considerable demographic evolution and strength. s such, applying a youth development lens on implies a dual  stics, which is “the official source of cross recognition that education” and custodian agency for 9 global indicators leads the methodological development of and provides “support to Member States to strengthen relevant meas Youth development is a policy area and a policy obective with which targets under interact and are monitoring capacities” ( closely interlined Young people are, by right, a legitimate staeholder group in any development effort including the effort  the Global Education Monitoring (GEM) Report, which is “the mechanism for monitoring and reporting on for the realiation of that aspires to be relevant, efficient and inclusive. SDG 4” and on “the implementation of national and international strategies”; and  Education 2030 SC) whose aim is to “provide strategic here are significant benefits to applying a youth development lens on  it allows understanding and capitaliing on the formative and adequate financing; and encourage harmonization and coordination of partner activities”. transformative influence education can have during this crucial stage of an individual’s life. Youth is globally recognied as the life stage when social norms, selfconcept and selfefficacy are formed and where individuals mae a series of transitions based on decisions that will affect their lives and their

communities. hese choices are directly influenced by the uality and relevance of the nowledge, sills and competencies one possesses in that specific moment, as well as by the information, counselling, support and opportunities provided. s such, youth development prospects are lined with targets and are affected by the way these are pursued, as well as by the level of their attainment. nd, in turn, this correlation between youth development prospects and education may influence further lifelong learning decisions.

 , it allows for a more indepth eploration of the specific needs and characteristics of different age categories within the youth cohort years old that are concerned differentially by education targets. he same applies for the various intersections within the youth cohort, particularly those based on gender, bacground, political and socioeconomic conditions.

 , applying a youth development lens to allows to mobilie and engage the epertise, innovative thining and firsthand eperience of a group that is directly concerned by and poised to significantly contribute to its achievement. uch an approach would loo at how young people engage in the realiation of at different levels both as staeholders involved in governance of education systems, as well as providers of education young teachers, nonformal and peereducators through the ways in which they organie, create spaces and tae action. aving a clearer understanding of the different levels of influence, interaction and correlation between education and youth development would help render more relevant actions for the achievement of , as well as contribute to the attainment of other s with which interlins. n other words, when is viewed from a youth lens, it becomes a powerful enabler for other s. ries to share experiences on education systems’ strengthening in meeting the 2030 Agenda n view of the above, a number of indicators under are particularly relevant to youth development and young people themselves, namely  What new policies or strategies best reflect the countries’ commitments to SDG4   , on affordable and uality echnical and ocational ducation and raining and relevant sills for employment, decent obs and entrepreneurship. Young people are the primary users and staeholders of sectoral reforms as well as efforts to achieve gender parity and increased access. or education to translate into increased decent youth employment, close communication between education decisionmaers and young people is essential.

21 Such as learning and continuing to learn; going to work; growing up healthy; exercising citizenship; forming relationships and families, among others (World Development Report, 2007)

 , on safe, nonviolent, inclusive and effective learning environments. Young people are ey actors and advocates in the promoting of inclusion and diversity in learning spaces. n addition, young people are ey in defining the ways in which learning environments are effective, including through services and facilities that may be infrastructural as well as technological.

 , which calls for the substantial increase in the supply of ualified teachers, is directly connected to young people as they are the ones potentiallyeventually becoming teachers to the net generation. n that sense, young people need to play an active role in ensuring they acuire all appropriate nowledge and life sills e.g. critical thining, problem solving, team wor, health, gender euality, responsible production and consumption, financial literacy, etc., to have a positive impact in the empowerment of the net generation.

 crucial , it is essential to remember that marginalied groups such as refugees, migrants and minorities, and especially girls and young women in fragile situations, face particular challenges related to access to uality education and sills training. onsidering this, the specific needs of marginalied youth need to be eamined in greater details and more attention needs to be given to those groups when it comes to evidence building, policy change and monitoring.

nvest in gathering and analying disaggregated ualitative and uantitative data, as well as in building nowledge on the corelation between youth development and education ranslate available cuttingedge research and nowledge into tangible policy recommendations that address, from a youth development lens, each of the above targets nable nowledge generation and coproduction by young women and men in this area.

n light of this, and as a contribution to the progress review of the implementation of , the ntergency etwor on Youth evelopment Y proposes to eplore in greater details the linages between and youth development to provide substantive and evidenceinformed recommendations on the above areas and targets, for consideration by all concerned staeholders. n preparing these, the etwor will discuss and consult with relevant eperts such as members of the academic sector, policy specialists, practitioners, s including youth organiations, etc. he findings and recommendations will be developed over the first uarter of and then further refined and channeled to review process , including the and subseuent eneral ssembly.

 , on the acuisition of nowledge and sills to promote sustainable development – such as gender euality, sustainable lifestyles, and global citienship. Young people are not only beneficiaries of this type of education, but also have the capacity to concretely contribute to efforts toward achieving . Youthled organiations play a central role in supplying nonformal education and concrete eperience on these particular sills, as well as shaping formal education policy and practice.  , on safe, nonviolent, inclusive and effective learning environments. Young people are ey actors and advocates in the promoting of inclusion and diversity in learning spaces. n addition, young people are ey in defining the ways in which learning environments are effective, including through services and facilities that may be infrastructural as well as technological.  , which calls for the substantial increase in the supply of ualified teachers, is directly connected to young people as they are the ones potentiallyeventually becoming teachers to the net generation. n that sense, young people need to play an active role in ensuring they acuire all appropriate nowledge and life sills e.g. critical thining, problem solving, team wor, health, gender euality, responsible production and consumption, financial literacy, etc., to have a positive impact in the empowerment of the net generation.  crucial , it is essential to the ‘learning crisis’ which disproportionately affects the most vulnerable groups, with high disparities with remember that marginalied groups such as refugees, migrants and minorities, and especially girls and young women in fragile situations, face particular challenges related to access to uality education and sills training. onsidering this, the specific needs of marginalied youth need to be eamined in greater details and more attention needs to be given to those groups when it comes to evidence building, policy change and monitoring. nvest in gathering and analying disaggregated ualitative and uantitative data, as well as in building nowledge on the corelation between youth development and education The rapid expansion of technology in the workplace and the looming ‘Fourth Industrial Revolution’ ranslate available cuttingedge research and nowledge into tangible policy recommendations that address, from a youth development lens, each of the above targets nable nowledge generation and coproduction by young women and men in this area. n light of this, and as a contribution to the progress review of the implementation of , the ntergency etwor on Youth evelopment Y proposes to eplore in greater details the linages between and youth development to provide substantive and evidenceinformed recommendations on the above areas and targets, for consideration by all concerned staeholders. n preparing these, the etwor will discuss and consult with relevant eperts such as members of the academic sector, policy specialists, practitioners, s including youth organiations, etc. he findings and recommendations will be developed over the first uarter of and then further refined and channeled to review process , including the and subseuent eneral ssembly.

World Bank (2018) World Development Report 2018: Learning to Realize Education’s Promise. International Task Force on Teachers for Education 2030. “Preparing Teachers for the Future We Want.” Final Declaration of th

different sectors will need to continue playing a critical role in order to achieve inclusive and euitable uality education for all.

This panel will discuss and reflect on the changing role of teachers in meeting new and emerging labour market and societal challenges, how teacher education can be reformed to better prepare learners to meet future challenges, and what countries can do to increase the global supply of ualified teachers in all sectors of the teacher workforce. The panel will identify forwardlooking and promising policy measures that can support a sustainable reform and financing of teacher education, with a specific focus on lowincome countries where the shortage of uality teachers is the greatest.

In reflecting on and responding to these uestions, the changing nature of delivery of education within a lifelong and lifewide perspective must be taken into consideration, noting the changing role of teachers and educators across formal, nonformal, and informal provision, from early childhood development through to higher education. 1. Teacher education has clearly not kept pace with current and emerging national and global challenges. What are the main challenges and opportunities to reforming teacher education considering the new demands on teachers, teaching, and learning What are some promising examples, including funding arrangements, where governments, development partners, or private providers have implemented sustainable teacher education reforms 2. Despite the widespread recognition of the importance of teachers in shaping the success of future generations and in lifelong learning, governments in developed and developing countries alike face challenges in recruiting and retaining teachers. Drawing on your experience, can you discuss how we may be able to attract and retain teachers in the profession an the same strategies be applied to improving the status of TET teachers 3. What are the key priorities for the future of teaching and learning in your national context What actions has your country (or organization) taken (or will take) to ensure an adeuate supply of welltrained and ualified teachers to meet future educational, labour market, and societal needs

2 different sectors will need to continue playing a critical role in order to achieve inclusive and euitable uality education for all.

 The future labour market and emerging trends such as technological advancements, globalization, and migration call for a reform of teacher education in order to better prepare teachers to meet new This panel will discuss and reflect on the changing role of teachers in meeting new and emerging labour market educational challenges in a context of increasing diversification of provision of education and training and societal challenges, how teacher education can be reformed to better prepare learners to meet future opportunities and outcomes. Teacher education curricula should be better aligned with national education challenges, and what countries can do to increase the global supply of ualified teachers in all sectors of the and social policies so that teachers at all levels of education, including TET teachers and educators working teacher workforce. The panel will identify forwardlooking and promising policy measures that can support a in the informal and nonformal sectors, can better prepare learners for current and future labour market sustainable reform and financing of teacher education, with a specific focus on lowincome countries where the needs and societal challenges. shortage of uality teachers is the greatest.  overnments should ensure adeuate financing for recruiting, training, and supporting an adeuate supply

of teachers and educators for all sectors of the teacher workforce from early childhood to higher education across formal and nonformal education provision. This should be achieved primarily through domestic resource mobilization, efficient and effective teacher policies, recruitment, and deployment practices, In reflecting on and responding to these uestions, the changing nature of delivery of education within a lifelong developed with the full involvement of teachers and their organisations, and continued focus on external and lifewide perspective must be taken into consideration, noting the changing role of teachers and educators resource mobilization to complement domestic resources. across formal, nonformal, and informal provision, from early childhood development through to higher  overnments, teachers and their organizations, and international partners should enhance efforts to raise education. the social status of the teaching profession by ensuring that teacher education is appropriately regulated 1. Teacher education has clearly not kept pace with current and emerging national and global challenges. and provided by accredited institutions of higher education, staffed with ualified teacher educators. The What are the main challenges and opportunities to reforming teacher education considering the new teaching profession should be governed by professional standards of practice and code of conduct and be demands on teachers, teaching, and learning What are some promising examples, including funding continually informed by a scientific body of knowledge and evidencebased practices. arrangements, where governments, development partners, or private providers have implemented sustainable teacher education reforms 2. Despite the widespread recognition of the importance of teachers in shaping the success of future generations and in lifelong learning, governments in developed and developing countries alike face The panel focus will be introduced by the moderator. The moderator will then briefly introduce the panellists challenges in recruiting and retaining teachers. Drawing on your experience, can you discuss how we may and will ask each to intervene for about 3 minutes, focusing on the main challenges with teacher education in be able to attract and retain teachers in the profession an the same strategies be applied to improving the context of D – Education 2030. The moderator will use the key uestions to drive the debate, both from the status of TET teachers the panellists and from the floor.

3. What are the key priorities for the future of teaching and learning in your national context What actions has your country (or organization) taken (or will take) to ensure an adeuate supply of welltrained and

ualified teachers to meet future educational, labour market, and societal needs

2 3

top of employers’ expectations for the workforce.

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he anel will ientify forwarlookin an promisin policy measres to skill an reskill the crrent an next eneration an ensre that no one is left ehin an the oernance an sstainale fnin arranements that wol allow these. . hat is the eience rearin impact of atomatisation on os an in which context hat are the opportnities an risks for ecent work an entreprenership ow can eelopin contries leapfro the iital economy n eelope contries too marinalie an lnerale chilren yon people an alts risk ein left ehin. ow can the challene e aresse in hih an mileincome contexts . hat are some promisin ecation an trainin policy measres to ensre skillin an reskillin of yoth an alts to meet chanin laor market emans hich oernance arranements shol nerpin these policy measres inclin ensrin aeate financin an attention to eity an ality . nformality has remaine remarkaly stale notwithstanin iitalisation economic rowth or the chanin natre of work. hat are the riht policy measres that can aress the skills nees of informal sector workers top of employers’ expectations for the workforce.  o eip yoth an alts to reap the enefits of new technoloies there is nee to promote coorination etween ifferent policy omains inclin ecation employment instrialisation an others to eelop comprehensie an inclsie skills strateies for skillin an reskillin in a lifelon learnin perspectie.  otin the accelerate social technoloical an economic chanes an accompanyin skills shortaes an mismatches it is imperatie that we make farreachin chanes in plannin an proision of ecation lifelon learnin an ontheo trainin or ecation systems risk ein more an more ot of ate. n this rear there is a nee to spport skills strateies with appropriate oernance an

funding arrangements in accordance with national conditions. The contribution of employers’ and – workers’ unions is critical. –  here is eience of a skills iie in many societies. ll too often access to skills is neal ths perpetatin an exaceratin the isaantae that often comes with ein in informal sector or relar lielihoo ein poor female or a memer of a marinalise social rop. ore ol policies are neee to maximise the enefits an mitiate risks for isaantae rops.

he anel focs will e introce y a moerator. he moerator will then riefly introce the panelists an will ask for a fieminte statement from each panelist with a focs on how the ftre of skills is impacte y chanes in the worl of work an what are the promisin policy measres in aressin the challene of skillin an reskillin yoth an alts. he moerator will se the key estions to rie the eate amon the panelists an from the floor.