incheon framework for action - --- - الصفحة ١٨ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

richest ٢٠% in circa ٢٠٠٩ [[xxvi]]. In addition, poverty tends to exacerbate other factors of exclusion, for example by widening gender gaps.

٥٢. Attention to poverty must remain a priority, as poverty is still the single greatest barrier to inclusion at all levels and in all regions of the world. Investment in education can decrease income disparity and many education programmes have found innovative ways to assist families and learners in overcoming financial obstacles to education. Such approaches must be invested in and taken to scale.

٥٣. To achieve inclusive education, policies should aim to transform education systems so they can better respond to learners’ diversity and needs. This is key in fulfilling the right to education with equality, and it is related not only to access, but also to participation and achievement of all students, with special attention to those who are excluded, vulnerable or at risk of being marginalized as detailed in paragraph ٥.

٥٤. Gender inequality is of particular concern. Only ٦٩% of countries were projected to achieve gender parity in access at the primary level – enrolling equal numbers of girls and boys – by ٢٠١٥ and ٤٨% at the secondary level [[xxvii]]. Moreover, while gender parity is useful as a measurement of progress, more effort also is needed to ensure gender equality. Equality is a more ambitious goal: it means that all girls and boys, all women and men, have equal opportunity to enjoy education of high quality, achieve at equal levels and enjoy equal benefits from education. Adolescent girls and young women, who may be subject to gender-based violence, child marriage, early pregnancy and a heavy load of household chores, as well as those living in poor and remote rural areas, require special attention. There are also contexts in which boys are disadvantaged; for example, in some regions boys’ enrolment in secondary and higher education is lagging behind that of girls. Gender inequality in education often mirrors prevailing gender norms and discrimination in the broader society, so policies aimed at overcoming such inequality are more effective when they are part of an overall package that also promotes health, justice, good governance and freedom from child labour. The contexts and root causes of marginalization, discrimination and exclusion are wide-ranging. Vulnerable groups that require particular attention and targeted strategies include persons with disabilities, indigenous peoples, ethnic minorities and the poor.

٥٥. Capacity-building efforts and investment will be required to guarantee gender mainstreaming across education systems and programmes in their implementation, monitoring, evaluation and follow-up. Special measures should be put in place to ensure the personal security of girls and women in and on the journey to and from education institutions and to eliminate gender-based violence in schools with policies against all forms of gender-based and sexual violence and harassment.

٥٦. Many children’s education opportunities are shattered by conflict, epidemics and natural disaster. Around ٢١ million of the world’s out-of-school children, or ٣٦%, lived in conflict-affected areas in ٢٠١٢, up from ٣٠% in ٢٠٠٠ [[xxviii]]. It is crucial to maintain education during emergency, conflict, post-conflict and post-disaster situations, and to address the educational needs of internally displaced persons (IDPs) and refugees. In addition to the measures suggested for ensuring that equity, inclusion and gender equality are embedded in all education targets, the following strategies are proposed:

٥٧. Indicative strategies:

· Ensure that education policies and sector plans and their budgeting guarantee the principles of non-discrimination and equality in and through education, and develop and implement targeted urgent strategies for vulnerable and excluded groups. Develop indicators to measure progress towards equality.

· Ensure that education policies, sector plans and budget planning include risk assessment, preparedness and response to emergency situations for education, and initiatives that respond to the education needs of children, youth and adults affected by disaster, conflict,