incheon framework for action - --- - الصفحة ٣٣ - Financing

Education ٢٠٣٠ Framework for Action

development cooperation into line with aid effectiveness guidelines, ensuring that it is better harmonized and coordinated and that it strengthens each country’s sense of ownership and accountability to its citizens.

· Improve the equity of external financing: External financing should be better targeted at supporting neglected subsectors and low income countries, and vulnerable and disadvantaged groups in middle income countries. At the same time, the trend of declining ODA flows to lower middle income countries needs to be reversed. The allocation of official aid flows should not be guided by per capita income only. In this context, particular attention needs to be paid to the needs of vulnerable countries such as small island developing states. Multi-and bilateral donors for education should develop strategies in cooperation with recipient countries as to what kind of support should be best provided through which channels and modalities of delivery.

· Promote South-South and triangular cooperation: South-South cooperation is another important element of international cooperation for development – as a complement to, not a substitute for, North-South cooperation. Given its increased importance, different history and particularities, South-South cooperation should be seen as an expression of solidarity among peoples and countries of the South, based on their shared experiences and objectives. Triangular cooperation should be strengthened as a means of financing education and bringing relevant experience and expertise to bear in development cooperation. Moreover, the establishment of the BRICS Development Bank by Brazil, China, India, the Russian Federation and South Africa may offer new sources of funding for education and help reverse aid declines.

· Increase the amount of aid to education in conflict and crisis: It will be impossible to deliver education to all without successfully reaching children, youth and adults in fragile states and those affected by conflict and natural hazard. Education receives just ٢% of humanitarian aid appeals [[xlix]]. Urgent efforts should be made to significantly increase support for education in humanitarian responses and protracted crises according to needs and to ensure a rapid response to conflict and crisis situations. Creating synergies between humanitarian and development financing as well as their modalities can increase the effectiveness of every dollar invested in recovery efforts and coherently address short‑, medium- and long-term needs in order to support fragile and conflict-affected states in finding a long-term, sustainable solution to crisis.

· Scale up and strengthen existing multi-stakeholder partnerships: It is imperative that implementation of the full Education ٢٠٣٠ agenda is supported. Investment and international cooperation will be scaled up to allow all children to complete free, equitable, inclusive, quality early childhood, primary and secondary education, including by scaling up and strengthening multi-stakeholder initiatives such as the GPE. Furthermore, education facilities will be upgraded and investment in STEM education increased; technical, vocational and tertiary education and training will be enhanced, ensuring equal access for women and girls and encouraging their participation therein; and the number of scholarships available to students in developing countries to enrol in higher education will be increased. It is equally necessary and urgent to boost financing for youth and adult literacy programmes, as well as adult learning, education and training opportunities, in a lifelong learning perspective. Other options for coordinated financing of education should be considered where needs are identified across all targets.

١٠٨. Innovating, with a focus on partnership, transparency, equity and efficiency: Achieving this ambitious education agenda will require unlocking all potential resources to support the right to education, moving beyond ‘business as usual’ and sometimes doing more for less. A process of continuous improvement is needed that includes innovating, tracking and evaluating the results of innovation, and using new evidence to sustain successes and to alter course where needed.