incheon framework for action - --- - الصفحة ١٩ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

displacement and epidemics, including IDPs and refugees. Support sub-regional and regional mechanisms and strategies that meet the educational needs of IDPs and refugees.

· Identify, monitor and improve girls’ and women’s access to quality education, as well as their level of participation, achievement and completion. In contexts where boys are disadvantaged, make them the focus of targeted action.

· Identify the barriers that keep vulnerable children and youth out of quality education

programmes and take affirmative actions to eliminate those barriers.

· Support a comprehensive approach to making schools resilient to disaster impacts of all sizes. This includes safer school facilities, school disaster management, and risk reduction and resilience education.

· Provide distance learning, ICT training, access to appropriate technology and necessary infrastructure to facilitate a learning environment at home and in conflict zones and remote areas, particularly for girls, women, vulnerable boys and youth, and other marginalized groups.

· Ensure government review of education sector plans, budgets, curricula and textbooks [[xxix]], along with teacher training and supervision, so that they are free of gender stereotypes and promote equality, non-discrimination and human rights and foster intercultural education.

· Ensure use of multiple sources of data and information, including from Education Management Information Systems and relevant school and household surveys, to facilitate monitoring of social exclusion in education. The World Inequality Database on Education is an example of how such information could be made available to decision-makers to take action.[٩]

· Collect better-quality data on children with disabilities, cataloguing different disabilities and impairments and assessing their level of severity. Indicators have to be developed and data should be used to establish an evidence base to inform programming and policy.

Target ٤.٦: By ٢٠٣٠, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

٥٨. Literacy[١٠] is part of the right to education and a public good. It is at the core of basic education and an indispensable foundation for independent learning [[xxx]]. The benefits of literacy, in particular for women, are well documented. They include greater participation in the labour market, delayed marriage, and improved child and family health and nutrition; these, in turn, help reduce poverty and expand life opportunities. Numeracy is a key skill: manipulating numbers, accounts, measurements, ratios and quantities is a basic to life required everywhere [[xxxi]]. But improving youth and adult literacy and numeracy remains a global challenge. Worldwide, in ٢٠١٣, ٧٥٧ million adults (aged ١٥ and over), of whom two-thirds are women, were unable to read and write [[xxxii]]. Low literacy skills are a concern globally, including in middle and high income countries. About ٢٠% of adults in Europe lack the literacy skills they need to fully participate in society [[xxxiii]]. Adults with poor literacy and numeracy skills face multiple sources of disadvantage. They are more likely to be unemployed, and those who are employed receive lower wages. They find it more difficult to make use of opportunities in society and to exercise their rights. They are also more likely to be in poor health.

[٩] The database can be found at www.education-inequalities.org

[١٠] Literacy is defined as the ability to identify, understand, interpret, create, communicate and compute using printed and written materials associated with diverse contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, develop their knowledge and potential and participate fully in community and society. (UNESCO. ٢٠٠٥. Aspects of Literacy Assessment: Topics and issues from the UNESCO Expert Meeting, ١٠–١٢ June ٢٠٠٣. http://unesdoc.unesco.org/images/٠٠١٤/٠٠١٤٠١/١٤٠١٢٥eo.pdf.)