incheon framework for action - --- - الصفحة ١٣ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

٣١. Upon completion of the full cycle of primary and secondary education, all children should have established the building blocks of basic literacy and numeracy skills and achieved an array of relevant learning outcomes as defined by and measured against established curricula and official standards, including subject knowledge and cognitive and non-cognitive skills,[٧] [[xx]] that enable children to develop to their full potential.

٣٢. Effective and relevant learning outcomes can only be achieved through the provision of quality inputs and instructional processes that enable all learners to acquire relevant knowledge, skills and competencies. Equally important is the equity dimension: policies should be established to address the uneven distribution of learning opportunities and outcomes across regions, households, ethnic or socio-economic groups and, most importantly, in diverse schools and classrooms. Addressing inequality and ensuring inclusion in provision and in quality education outcomes requires deepening the understanding of teaching and learning in a given learning environment. In multilingual contexts, where possible and taking into account differing national and subnational realities, capacities and policies, teaching and learning in the first or home language should be encouraged. Given the increased global social, environmental and economic interdependence, it is also recommended that at least one foreign language is offered as a subject.

٣٣. Moreover, there is a need for shared understanding and viable strategies to measure learning in ways that ensure that all children and youth, regardless of their circumstances, receive a quality and relevant education, including in human rights, arts and citizenship. Such understanding can best be cultivated through improved availability of systematic, reliable and updated data, and information obtained through formative and/or continuous (classroom-based) assessments and summative assessments at different levels. Finally, quality also requires systems for managing teachers, governance, accountability mechanisms and strong public financial management.

٣٤. Indicative strategies:

· Put in place policies and legislation that guarantee ١٢ years of free, publicly funded, inclusive, equitable, quality primary and secondary education, of which at least nine years are compulsory for all children, leading to relevant learning outcomes. Countries should increase the number of years of free and compulsory education to meet global benchmarks, taking into account different national realities, capacities and levels of development and respecting national policies and priorities.

· Define standards and review curricula to ensure quality and relevance to the context, including skills, competencies, values, culture, knowledge and gender responsiveness.

· Strengthen the efficiency and effectiveness of institutions, school leadership and governance through greater involvement of communities, including young people and parents, in the management of schools.

· Allocate resources more equitably across socio-economically advantaged and disadvantaged schools.

· In multilingual contexts foster bi- and multilingual education, starting with early learning in the first or home language of children.

· Provide alternative modes of learning and education for children and adolescents who are not in school at both the primary and secondary levels, and put in place equivalency and bridging programmes, recognized and accredited by the state, to ensure flexible learning in both formal and non-formal settings, including in emergency situations.

[٧] Noting that there is debate around the term ‘non-cognitive skills’ and that other terms have been used including ‘٢١st century skills’, ‘soft skills’, ‘transversal skills’ and ‘transferable skills’, this document uses ‘non-cognitive skills’, which may include critical and innovative thinking; interpersonal skills; intrapersonal skills; global citizenship skills; media and information literacy, etc.