incheon framework for action - --- - الصفحة ٦ - I VISION, RATIONALE AND PRINCIPLES

Education ٢٠٣٠ Framework for Action

٣. The Framework for Action has three sections. Section I outlines the vision, rationale and principles of Education ٢٠٣٠. Section II describes the global education goal and its associated seven targets and three means of implementation, as well as indicative strategies. Section III proposes a structure for coordinating global education efforts, as well as governance, monitoring, follow-up and review mechanisms. It also examines ways of ensuring that Education ٢٠٣٠ is adequately financed and outlines the partnerships needed to realize the agenda at country/national, regional and global level.

I. VISION, RATIONALE AND PRINCIPLES

٤. Education is at the heart of the ٢٠٣٠ Agenda for Sustainable Development and essential for the success of all SDGs. Recognizing the important role of education, the ٢٠٣٠ Agenda for Sustainable Development highlights education as a stand-alone goal (SDG ٤) and also includes targets on education under several other SDGs, notably those on health; growth and employment; sustainable consumption and production; and climate change. In fact, education can accelerate progress towards the achievement of all of the SDGs and therefore should be part of the strategies to achieve each of them. The renewed education agenda encapsulated in Goal ٤ is comprehensive, holistic, ambitious, aspirational and universal, and inspired by a vision of education that transforms the lives of individuals, communities and societies, leaving no one behind. The agenda attends to the unfinished business of the EFA goals and the education-related MDGs, while effectively addressing current and future global and national education challenges. It is rights-based and inspired by a humanistic vision of education and development, based on the principles of human rights and dignity, social justice, peace, inclusion and protection, as well as cultural, linguistic and ethnic diversity and shared responsibility and accountability [[iii]].

٥. Building on and continuing the EFA movement, Education ٢٠٣٠ takes into account lessons learned since ٢٠٠٠. What is new about Education ٢٠٣٠ is its focus on increased and expanded access, inclusion and equity, quality and learning outcomes at all levels, within a lifelong learning approach. A key lesson of past years is that the global education agenda should work within the overall international development framework, with strong links to humanitarian response, rather than alongside it as occurred with the separate EFA goals and education-related MDGs. By adopting the Incheon Declaration, the education community set a single renewed education goal in accordance with the overall development framework. The new education agenda’s focus on inclusion and equity – giving everyone an equal opportunity, and leaving no one behind

– signals another lesson: the need for increased efforts especially aimed at reaching those marginalized or in vulnerable situations. All people, irrespective of sex, age, race, colour, ethnicity, language, religion, political or other opinion, national or social origin, property or birth, as well as persons with disabilities, migrants, indigenous peoples, and children and youth, especially those in vulnerable situations or other status,[٤] should have access to inclusive, equitable quality education and lifelong learning opportunities. The focus on education quality, learning and skills highlights yet another important lesson: the danger of concentrating on access to education without paying enough attention to whether students are learning and acquiring relevant skills once they are in school. The fact that the EFA goals have not been reached carries a further lesson: ‘business as usual’ will not bring quality education to all. If current rates of progress continue, many of the countries lagging furthest behind will not reach the new targets by ٢٠٣٠. This means that it is of utmost importance to change current practices and mobilize efforts and resources at an unprecedented pace. Another new feature of the Education ٢٠٣٠ agenda is that it is universal and is owned by the entire world, developed and developing countries alike.

[٤] Hereafter, ‘marginalized and vulnerable groups’ refers to all groups in this list. It should be noted that the list, which combines paragraphs ١٩ and ٢٥ of ‘Transforming our world: the ٢٠٣٠ Agenda for Sustainable Development’, is not exhaustive and that countries and regions may identify and address other status-based vulnerability, marginalization, discrimination and exclusion in education.