incheon framework for action - --- - الصفحة ٢٥ - Governance, accountability and partnerships

Education ٢٠٣٠ Framework for Action

· Set up or strengthen mechanisms for institutionalized social dialogue with teachers and their representative organizations, ensuring their full participation in the development, implementation, monitoring and evaluation of education policy.

Indicators

٧٥. Four levels of indicators are proposed:

· global: a small set of globally comparable indicators for all SDGs, including SDG ٤ on education, developed through a consultative process led by the United Nations Statistical Commission to monitor progress towards the associated targets;

· thematic: a broader set of globally comparable indicators proposed by the education community to track the education targets more comprehensively across countries; they will include the global indicators;

· regional: additional indicators that may be developed to take account of specific regional contexts and relevant policy priorities for concepts that are less amenable to global comparison;

· national: indicators selected or developed by countries to take account of their national contexts and correspond to their education systems, plans and policy agendas.

٧٦. A set of thematic indicators developed by the Technical Advisory Group following broad public consultation can be found in Annex II. They are based on five criteria: relevance, alignment with the concepts in the target, feasibility for regular (but not necessarily annual) data collection across countries, ease of communication to a global audience, and interpretability. For some targets, robust indicators are already available for a large number of countries. For others, significant efforts are still needed to develop indicator methodologies and/or to build countries’ capacity to collect and use data. In particular, greater national and global efforts are needed to bridge gaps in measuring equity and inclusion (for which data disaggregation by population and vulnerable groups is crucial), as well as quality and learning outcomes. These indicators will be tracked according to their relevance based on country context, capacity and data availability.

III. IMPLEMENTATION MODALITIES

٧٧. Implementing Education ٢٠٣٠ will require national, regional and global mechanisms for governance, accountability, coordination, monitoring, follow-up and review, reporting and evaluation. It will also require enabling strategies, including partnerships and financing. The central aim of the Education ٢٠٣٠ implementation mechanisms is to support country-led action. To be most effective, these mechanisms will be inclusive, participatory and transparent. They will build on existing mechanisms to the extent possible.

Governance, accountability and partnerships

٧٨. The heart of Education ٢٠٣٠ lies at the national level. Governments have the primary responsibility to deliver on the right to education, and a central role as custodians of efficient, equitable and effective management and financing of public education. They should sustain political leadership on education and guide the process of contextualizing and implementing the Education ٢٠٣٠ goals and targets, based on national experiences and priorities, while ensuring a transparent and inclusive process with other key partners. The role of the state is crucial in regulating standards, improving quality and reducing disparity between regions, communities and schools. Governments should, where appropriate, integrate education planning into poverty