incheon framework for action - --- - الصفحة ١٢ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

climate change adaptation and emergency preparedness and response should be strengthened at all levels to ensure that risk is mitigated and education maintained during all phases, from emergency response to recovery. Well-coordinated national, regional and global responses and systems are needed to prepare for and respond to emergencies and to ‘build back’ better, towards safer and more equitable education systems.

٢٧. Stakeholders should make every effort to ensure that education institutions are protected as zones of peace, free from violence, including school-related gender-based violence. Special measures should be put in place to protect women and girls in conflict zones. Schools and educational institutions – and the routes to and from them – must be free from attack, forced recruitment, kidnapping and sexual violence. Actions must be taken to end impunity for persons and armed groups that attack education institutions.

Targets and indicative strategies

٢٨. The targets of Education ٢٠٣٠ are specific and measurable, and contribute directly to achieving the overarching goal. They spell out a global level of ambition that should encourage countries to strive for accelerated progress. They are applicable to all countries, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. Country-led action will drive change, supported by effective multi-stakeholder partnerships and financing. Governments are expected to translate global targets into achievable national targets based on their education priorities, national development strategies and plans, the ways their education systems are organized, their institutional capacity and the availability of resources. This requires establishing appropriate intermediate benchmarks (e.g. for ٢٠٢٠ and ٢٠٢٥) through an inclusive process, with full transparency and accountability, engaging all partners so there is country ownership and common understanding. Intermediate benchmarks can be set for each target to serve as quantitative goalposts for review of global progress vis-à-vis the longer-term goals. Such benchmarks should build on existing reporting mechanisms, as appropriate. Intermediate benchmarks are indispensable for addressing the accountability deficit associated with longer-term targets.

Target ٤.١: By ٢٠٣٠, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

٢٩. Despite significant progress since ٢٠٠٠, an estimated ٥٩ million children of primary school age and ٦٥ million adolescents of lower secondary school age – of whom girls remain the majority

– were still out of school in ٢٠١٣ [[xviii]]. In addition, many of those in school are not acquiring basic knowledge and skills. At least ٢٥٠ million primary-school-aged children, more than ٥٠% of whom have spent at least four years in school, cannot read, write or count well enough to meet minimum learning standards [[xix] ].

٣٠. The provision of ١٢ years of free, publicly funded, inclusive, equitable, quality primary and secondary education – of which at least nine years[٦] are compulsory, leading to relevant learning outcomes – should be ensured for all, without discrimination. The provision of free education includes the removal of cost-related barriers to primary and secondary education. Immediate, targeted and sustained action is required to provide meaningful education and training opportunities for the large population of out-of-school children and adolescents.

[٦] The first nine years of formal education, i.e. the cumulative duration of ISCED ١ and ٢: ISCED ١ is the primary level, typically lasting six years (with variation across countries between four and seven years), and ISCED ٢ is lower secondary, typically lasting three years (again, with variation). (UIS. ٢٠١٢. International Standard Classification of Education: ISCED ٢٠١١. www.uis.unesco.org/Education/Documents/ isced-٢٠١١-en.pdf.)