incheon framework for action

incheon framework for action - --- - الصفحة ٥

Education ٢٠٣٠ Framework for Action

	١٥.	Percentage of youth/ adults	Yes	X	X	X	Yes	c٣٠	Yes	Currently data are only
		participating in education								available on adult education
		and training in the last								in European Union countries.
		١٢ months, by type of								Considerable work is required
		programme (formal and non-								to develop a set of questions
		formal) and by age group								to be applied in labour force
										or other surveys globally.
										The indicator will be
										calculated for a range of age-
										groups and for different types
										of formal and non-formal
										programmes, including adult
										learning.
٤.٤ By ٢٠٣٠, substantially increase the number of youth and adults who have relevant skills, including technical and
vocational skills, for employment, decent jobs and entrepreneurship

Skills	١٦.	١. Percentage of youth/adults	Yes	X	X	X	١-٣	…		Few surveys (e.g. ICILS)
		who have achieved at least a					years			attempt to measure such
		minimum level of proficiency								skills. Major efforts are
		in digital literacy skills								required to develop global
										data collection.
		٢. Percentage of individuals	Yes	X	X	X	١-٣	…	Yes	The proposed global indicator
		with ICT skills by type of skill					years			will be derived from ITU’s
										survey (and also possibly from
										OECD).
	١٧.	Youth/adult educational	Yes	X	X	?	Yes	c١٢٠
		attainment rates by age
		group, economic activity
		status, levels of education
		and programme orientation

٤.٥ By ٢٠٣٠, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations

Equity	…	Parity indices (female/male,							Yes	Alternative indicators include:
cross-targets		rural/urban, bottom/top								(i) odds ratio; (ii) concentration
		wealth quintile and others								index; or (iii) least advantaged
		such as disability status and								group (e.g. poorest rural girls)
		conflict-affected as data								relative to the mean.
		become available) for all
		indicators on this list that can
		be disaggregated (identified
		in Columns ٤-٧)
		Where possible, other
		indicators should be
		presented in relation to
		their distribution across the
		population
Policy	١٨.	Percentage of students in	Yes	X	X	X	٣-٥			Measures of home language
		primary education whose					years			and language of instruction
		first or home language is the								will be required to develop a
		language of instruction								global measurement tool.
	١٩.	Extent to which explicit	No				٣-٥			A framework will be required
		formula-based policies					years			in order for country policies to
		reallocate education								be described and assessed.
		resources to disadvantaged
		populations
	٢٠.	Education expenditure per	No				١-٣			The coverage of this indicator,
		student by level of education					years			especially for private
		and source of funding								education expenditure, needs
										to be expanded significantly.
	٢١.	Percentage of total aid to	No				Yes	c٦٠
		education allocated to low
		income countries