incheon framework for action - --- - الصفحة ٢٣ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

Target ٤.b: By ٢٠٢٠, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

٦٧. Scholarship programmes can play a vital role in providing opportunities for young people and adults who would otherwise not be able to afford to continue their education. They also offer an important contribution to the internationalization of tertiary education and research systems, particularly in least developed countries. They can help increase access to global knowledge and build capacity to transfer and adapt knowledge and technology to local conditions. In ٢٠١٠– ٢٠١١, an average of US$٣.٢ billion in aid was allocated annually to scholarships and imputed student costs, equivalent to a quarter of total aid to education [[xxxix]]. This expenditure may be vital to strengthen the skills of the workforce in low income countries, but most of it benefits upper middle income countries. For example, the total funding in the form of scholarships and imputed student costs received annually by just five middle income countries was equivalent to the total amount of direct aid to basic education for all ٣٦ low income countries in ٢٠١٠ –٢٠١١. Where developed countries offer scholarships to students from developing countries, these should be structured to build the capability of the developing country. While the importance of scholarships is recognized, donor countries are encouraged to increase other forms of support to education.

٦٨. In line with the Education ٢٠٣٠ focus on equity, inclusion and quality, scholarships should be transparently targeted at young people from disadvantaged backgrounds. Often scholarships are targeted at particular areas, such as science, technology, engineering, ICT, teacher education and vocational programmes. Particular attention should be given to providing girls and women with scholarships to study in the STEM fields.

٦٩. Indicative strategies:

· Ensure that mechanisms, programmes and policies for international scholarship programmes reflect national development contexts, priorities and plans, focusing on strengthening human resources in the areas where they are most needed.

· Target all scholarship opportunities transparently at young women and men from disadvantaged backgrounds. Ensure that scholarship opportunities for disadvantaged youth are transparently promoted, so as to allow young people to make informed choices, and designed to protect their legal status and rights.

· Develop joint programmes between universities in the home country and the recipient country to motivate students to return home, as well as other mechanisms that prevent ‘brain drain’ – the emigration of highly trained people – and promote ‘brain gain’.

· Develop scholarships in the home country to increase numbers and types of beneficiaries in the recipient country as well as the local labour market.

Target ٤.c: By ٢٠٣٠, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small-island developing States

٧٠. Teachers are the key to achieving all of the Education ٢٠٣٠ agenda, so this target is critical. It requires urgent attention, with a more immediate deadline, because the equity gap in education is exacerbated by the shortage and uneven distribution of professionally trained teachers,