incheon framework for action - --- - الصفحة ١٦ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

٤٣. A well-established, properly regulated tertiary education system supported by technology, open educational resources and distance education can increase access, equity, quality and relevance, and can narrow the gap between what is taught at tertiary education institutions, including universities, and what economies and societies demand. The provision of tertiary education should be made progressively free, in line with existing international agreements.

٤٤. TVET and tertiary education, including universities as well as adult learning, education and training, are important elements of lifelong learning. Promoting lifelong learning requires a sector-wide approach that encompasses formal, non-formal and informal learning for people of all ages, and specifically adult learning, education and training opportunities. It is necessary to provide opportunities for equitable access to university for older adults, paying particular attention to vulnerable groups.

٤٥. Indicative strategies:

· Develop cross-sector policies for and between vocational skills development, TVET and tertiary education and strengthen links between science and policy development to keep pace with changing contexts and remain relevant; develop effective partnerships, in particular between the public and private sectors, and include employers and unions in their implementation.

· Ensure quality assurance, comparability and recognition of tertiary education qualifications and facilitate credit transfers between recognized tertiary education institutions.

· Develop policies and programmes for the provision of quality distance learning in tertiary education, with appropriate financing and use of technology, including the Internet, massive open online courses and other modalities that meet accepted quality standards to improve access.

· Develop policies and programmes that reinforce the research function in tertiary and university education through the early uptake of the STEM fields, particularly by girls and women.

· Strengthen international cooperation in developing cross-border tertiary and university education and research programmes, including within the framework of global and regional conventions on the recognition of higher education qualifications, to support increased access, better quality assurance and capacity development.

· Promote TVET, tertiary education and university as well as adult learning, education and training opportunities for young people and adults of all ages and socio-cultural background so as to enable them to continue to improve and adapt their skills, with particular attention to gender equality including the elimination of gender-based barriers, and to vulnerable groups such as those with disabilities.

· Tertiary institutions, including universities should support and foster the development of policies for and provision of equitable quality lifelong learning opportunities.

Target ٤.٤: By ٢٠٣٠, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent work and entrepreneurship

٤٦. Against a background of rapidly changing labour markets, growing unemployment particularly among youth, ageing labour forces in some countries, migration, and technological advancements, all countries are facing the need to develop people’s knowledge, skills and competencies for decent work, entrepreneurship and life [[xxiv]]. In many countries, education and training policies are also expected to address rapidly changing needs for youth and adults to improve their skills and learn new ones. Consequently, it is imperative to increase and diversify learning opportunities, using a