incheon framework for action - --- - الصفحة ٢٦ - Governance, accountability and partnerships

Education ٢٠٣٠ Framework for Action

reduction, sustainable development strategies and humanitarian response, while ensuring that policies are aligned with governments’ legal obligations to respect, protect and fulfil the right to education.

٧٩. Over the ١٥ years to ٢٠٣٠, democratization of decision-making processes is expected to increase, with the voices and priorities of citizens reflected in the development and implementation of education policies at all levels. Planning, implementation and monitoring can benefit from the support of strong, multifaceted partnerships that bring together all key actors, whose potential contributions and actions are spelled out below. Partnerships at all levels must be guided by the principles of open, inclusive and participatory policy dialogue, along with mutual accountability, transparency and synergy. Participation must begin with the involvement of families and communities to boost transparency and to guarantee good governance in the education administration. Increased responsibility at the school level could strengthen efficiency in the delivery of services.

٨٠. Civil society organizations (CSOs), including representative, broad-based coalitions and networks, play essential roles. They need to be engaged and involved at all stages, from planning through to monitoring and evaluation, with their participation institutionalized and guaranteed. CSOs can:

· promote social mobilization and raise public awareness, enabling the voices of citizens (particularly those who face discrimination) to be heard in policy development;

· develop innovative and complementary approaches that help advance the right to education, especially for the most excluded groups;

· document and share evidence from practice, from citizens’ assessments and from research to inform structured policy dialogue, holding governments accountable for delivery, tracking progress, undertaking evidence-based advocacy, scrutinizing spending and ensuring transparency in education governance and budgeting.

٨١. Teachers and educators, and their organizations, are crucial partners in their own right and should be engaged at all stages of policy-making, planning, implementation and monitoring. Teachers and education support personnel can:

· use their professionalism and commitment to ensure that students learn;

· bring classroom realities to the forefront of policy dialogue, policy-making and planning and provide a bridge between policy and practice, contributing their experiences as practitioners and their collective insights and expertise to overall policies and strategies;

· promote inclusion, quality and equity, and improve curricula and pedagogy.

٨٢. The private sector, philanthropic organizations and foundations can play an important role, using their experience, innovative approaches, business expertise and financial resources to strengthen public education. They can contribute to education and development through multi-stakeholder partnerships, investment and contributions that are transparent, aligned with local and national priorities, respect education as a human right and do not increase inequality. In addition, they can:

· mobilize additional resources for public education, including by paying fair taxes, and focus those resources on priority areas;

· help education and skills training planners understand labour market trends and skills needs, thereby facilitating the school-to-work transition, and contribute innovative approaches to addressing education challenges;

· increase inclusive education opportunities by providing additional services and activities to reach the most marginalized within the framework of state-regulated standards and norms.