incheon framework for action - --- - الصفحة ٩ - Strategic approaches

Education ٢٠٣٠ Framework for Action

numeracy skills as building blocks for further learning, as well as higher-order skills. This requires relevant teaching and learning methods and content that meet the needs of all learners, taught by well-qualified, trained, adequately remunerated and motivated teachers, using appropriate pedagogical approaches and supported by appropriate information and communication technology (ICT), as well as the creation of safe, healthy, gender-responsive, inclusive and adequately resourced environments that facilitate learning.

١٥. The right to education begins at birth and continues throughout life; therefore the concept of lifelong learning[٥] guides Education ٢٠٣٠. To complement and supplement formal schooling, broad and flexible lifelong learning opportunities should be provided through non-formal pathways with adequate resources and mechanisms and through stimulating informal learning, including through use of ICT.

Strategic approaches

١٦. To achieve SDG ٤ on education and the education targets included under other SDGs, it will be necessary to mobilize national, regional and global efforts that are aimed at:

· achieving effective and inclusive partnerships;

· improving education policies and the way they work together;

· ensuring highly equitable, inclusive and quality education systems for all;

· mobilizing resources for adequate financing for education;

· ensuring monitoring, follow-up and review of all targets.

A set of strategic approaches (outlined below) is recommended to deliver on the vastly more ambitious universal Education ٢٠٣٠ goal and agenda, and to monitor progress. Building on the lessons of EFA and the MDGs, states should invest in and scale up innovative, evidence-based and cost-effective approaches that enable all individuals to gain access to, participate in, learn through and complete a quality education, with a special focus on those who are the hardest to reach in all contexts. In addition, indicative strategies specific to each target are described under the targets. It should be noted that these strategies are quite generic and will require appropriate adaptation by governments to different country contexts and priorities.

Strengthening policies, plans, legislation and systems

١٧. A number of international standard-setting instruments protect the fundamental human right to education. Legally binding instruments such as treaties, conventions, agreements and protocols, as well as international instruments, such as recommendations and declarations [[xvii]] that have political and moral force have established a solid international normative framework for the right to education without discrimination or exclusion. Multi-stakeholder participatory reviews, led by governments, should be undertaken to institute measures to fulfil their obligations and to ensure strong legal and policy frameworks that lay the foundation and conditions for the delivery and sustainability of quality education.

[٥] ‘In essence, lifelong learning is rooted in the integration of learning and living, covering learning activities for people of all ages (children, young people, adults and elderly, girls and boys, women and men) in all life-wide contexts (family, school, community, workplace and so on) and through a variety of modalities (formal, non-formal and informal) which together meet a wide range of learning needs and demands. Education systems which promote lifelong learning adopt a holistic and sector-wide approach involving all sub-sectors and levels to ensure the provision of learning opportunities for all individuals.’ (UNESCO Institute for Lifelong Learning. n.d. Technical Note: Lifelong Learning. http://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/UNESCOTechNotesLLL.pdf.)