incheon framework for action - --- - الصفحة ٢٧ - Effective coordination

Education ٢٠٣٠ Framework for Action

٨٣. The research community has an important contribution to make in education development in general and policy dialogue in particular. It can:

· develop policy-relevant research, including action research, to facilitate the achievement of the targets, and make knowledge on education available in a usable form for policy-makers;

· develop local and national sustainable capacity for qualitative and quantitative research;

· help chart progress, propose options or solutions and identify best practices that are innovative, scalable and transferable.

٨٤. Youth, students and their organizations are essential partners with specific and unique expertise as one important target group of Education ٢٠٣٠. They are therefore best placed to determine their requirements for improved learning as active, responsible learners. Efforts need to be made to ensure their active representation and participation. They can:

· encourage governments and other partners to develop education programmes for young people in consultation with young people, notably with vulnerable and marginalized youth, in order to better respond to their needs and aspirations;

· help shape policies that foster relevant and responsive education systems and enable a smooth transition from education and training to decent work and adult life;

· participate in intergenerational dialogue, making the case for recognition of children, adolescents and youth, and especially girls and young women, as rights bearers and legitimate interlocutors in education policy and practice at all levels.

٨٥. The success of Education ٢٠٣٠ will depend on collective effort. Legal and policy frameworks that promote accountability and transparency as well as participatory governance and coordinated partnerships at all levels and across sectors, upholding the right to participation of all stakeholders, will need to be established or further developed. It is imperative for all partners to embrace the common vision of Education ٢٠٣٠ outlined in this Framework for Action and to be held accountable: multilateral organizations should be accountable to their Member States, education ministries and other related ministries to citizens, donors to national governments and citizens, and schools and teachers to the education community and, more broadly, to citizens.

Effective coordination

٨٦. While driven by education ministries, implementation of the education SDG and the education-related targets in the other SDGs at the country level requires a ‘whole of government’ approach to education. In light of the role of education in building knowledge-based societies and stemming increasing inequality, as well as the renewed emphasis on lifelong learning in the new education agenda, there is need for stronger leadership, coordination and synergy within governments as regards education development and its integration into wider socio-economic development frameworks. Country-led action will drive change; however, the ambitious education goal cannot be achieved by governments alone. They will need the support of all stakeholders, including non-state actors. Governments should establish appropriate mechanisms, and strengthen existing ones, to be the main source of information for the regional and global monitoring process, with UN support. They will also establish procedures to drive, coordinate and stimulate interventions for education development, at various levels and across sectors, by genuinely involving all stakeholders in the planning, implementation and monitoring of education policies and strategies. In addition, in order to ensure country ownership, countries will coordinate any external assistance provided by the convening agencies and other multilateral and bilateral agencies.

٨٧. At the same time, regional and sub-regional collective efforts are critical to the successful adaptation and implementation of Education ٢٠٣٠ at the national and regional levels. Regional