incheon framework for action - --- - الصفحة ٢٠ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

٥٩. By ٢٠٣٠, all young people and adults across the world should have achieved relevant and recognized proficiency levels in functional literacy and numeracy skills[١١] that are equivalent to levels achieved at successful completion of basic education. The principles, strategies and actions for this target are underpinned by a contemporary understanding of literacy not as a simple dichotomy of ‘literate’ versus ‘illiterate’, but as a continuum of proficiency levels. The required levels, and how people apply reading and writing skills, depend on specific contexts. Particular attention should be paid to the role of learners’ first language in becoming literate and in learning. Literacy programmes and methodologies should respond to the needs and contexts of learners, including through the provision of context-related bilingual and intercultural literacy programmes within the framework of lifelong learning. Numeracy provision, an area that requires strengthening, should be part of literacy programmes. ICT, particularly mobile technology, holds great promise for accelerating progress towards this target.

٦٠. Indicative strategies:

· Establish a sector-wide and multisector approach for formulating literacy policy and plans, as well as for budgeting, by strengthening collaboration and coordination among relevant ministries, including those dealing with education, health, social welfare, labour, industry and agriculture, as well as with civil society, the private sector and bilateral and multilateral partners, supporting decentralized provision in practice.

· Ensure that literacy and numeracy programmes are of high quality according to national evaluation mechanisms, tailored to learners’ needs and based on their previous knowledge and experience. This requires paying close attention to culture, language, social and political relationships and economic activity, with particular attention to girls and women and vulnerable groups, and linking and integrating such programmes with skills development for decent work and livelihood as essential elements of lifelong learning.

· Scale up effective adult literacy and skills programmes involving civil society as partners, building on their rich experience and good practice.

· Promote the use of ICT, particularly mobile technology, for literacy and numeracy programmes.

· Develop a literacy assessment framework and tools to evaluate proficiency levels based on learning outcomes. This will require defining proficiency across a range of contexts, including skills at work and in everyday life.

· Establish a system to collect, analyse and share relevant and timely data on literacy levels and literacy and numeracy needs, disaggregated by gender and other indicators of marginalization.

Target ٤.٧: By ٢٠٣٠, ensure that all learners acquire 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

٦١. In a globalized world with unresolved social, political, economic and environmental challenges, education that helps building peaceful and sustainable societies is essential. Education systems seldom fully integrate such transformative approaches, however. It is vital therefore to give a central place in Education ٢٠٣٠ to strengthening education’s contribution to the fulfilment of human rights, peace and responsible citizenship from local to global levels, gender equality, sustainable development and health.

[١١] A person is defined as ‘functionally literate who can engage in all those activities in which literacy is required for effective functioning of his [or her] group and community and also for enabling him [or her] to continue to use reading, writing and calculation for his [or her] own and the community’s development’. (UNESCO. ٢٠٠٦. EFA Global Monitoring Report ٢٠٠٦ –Literacy for Life, p. ١٥٤ http://www.unesco.org/education/GMR٢٠٠٦/full/chapt٦_eng.pdf.)