incheon framework for action - --- - الصفحة ٣٢ - Financing

Education ٢٠٣٠ Framework for Action

The Incheon Declaration urged adherence to these benchmarks and expressed determination to increase public spending on education in accordance with country contexts. In ٢٠١٢ countries allocated ٥.٠% of GDP and ١٣.٧% of public expenditure to education, on average [[xlv]]. Least developed countries need to reach or exceed the upper end of these benchmarks if they are to achieve the targets laid out in this framework. This is also confirmed by an analysis of the cost of achieving universal pre-primary, primary and secondary education in low and lower middle income countries by ٢٠٣٠, which projects an increase from US$١٤٩ billion in ٢٠١٢ to US$٣٤٠ billion, on average, between ٢٠١٥ and ٢٠٣٠ [[xlvi]]. The necessary increase in spending can be achieved through:

١٠٦. Increasing and improving domestic financing for education: As domestic resources will remain the most important source for funding education, there must be a clear commitment by governments to provide equitable financing commensurate with national educational priorities, needs and capacities to advance the progressive realization of the right to education. Countries will need to:

· Increase public funding for education: This requires widening the tax base (in particular, by ending harmful tax incentives), preventing tax evasion and increasing the share of the national budget allocated to education.

· Prioritize those most in need: Disadvantaged children, youth and adults, as well as women and girls and people in conflict-affected areas, typically have the greatest education needs and financing should therefore be targeted towards them. Financing should be sensitive to their needs and based on evidence of what works.

· Increase efficiency and accountability: Improving governance and accountability can increase efficiency and effective use of existing resources and ensure that financing reaches the classroom.

١٠٧.Increasing and improving external financing: In ٢٠٠٠, the global community affirmed that ‘no countries seriously committed to Education for All will be thwarted in their achievement of this goal by lack of resources.’ [[xlvii] p.٩]. Shortage of funds should not jeopardize the educational opportunities of the billions of learners entitled to receive a quality education. This commitment is even more important with the more ambitious SDG agenda. The total annual financing gap between available domestic resources and the amount necessary to reach the new education targets is projected to average $US٣٩ billion between ٢٠١٥ and ٢٠٣٠ in low and lower middle income countries. The gap is particularly large in low income countries, where it constitutes ٤٢% of annual total costs. An important use of international public finance, including ODA, is to catalyse additional resource mobilization from other sources, public and private. Aid will thus remain a crucial source of education finance over the next ١٥ years if the targets are to be met, and will be complemented by the growing contribution of middle income countries [[xlviii]]. Education partners therefore need to:

· Reverse the decline in aid to education: The fall in aid to education in recent years must be reversed. The fulfilment of all commitments related to ODA is crucial, including the commitment by many developed countries to achieve the target of ٠.٧% of gross national income (GNI) for ODA to developing countries and ٠.١٥% to ٠.٢% of GNI to least developed countries. In accordance with their commitments, those developed countries that have not yet done so are urged to make additional concrete efforts towards the target of ٠.٧% of GNI for ODA to developing countries. Moreover, support to least developed countries for education has to be increased. Further to this, there should be a movement towards increasing aid spent on education according to countries’ needs and priorities. Aid to education must be predictable.

· Improve aid effectiveness through harmonization and better coordination: Donors, middle income countries and other partners should support the financing of all the targets of Education ٢٠٣٠ according to each country’s needs and priorities, seeking to leverage domestic and external finance in support of the common agenda. Donors should continue to bring