incheon framework for action - --- - الصفحة ٩

Education ٢٠٣٠ Framework for Action

ENDNOTES

i United Nations. ٢٠١٥. Transforming our world: the ٢٠٣٠ Agenda for Sustainable Development. https://sustainabledevelopment.un.org/post٢٠١٥/transformingourworld.

ii UNESCO. ٢٠١٤. ٢٠١٤ GEM Final Statement: The Muscat Agreement. http://unesdoc.unesco.org/images/٠٠٢٢/٠٠٢٢٨١/٢٢٨١٢٢E.pdf.

iii Adapted from: UNESCO. ٢٠١٥. Rethinking Education: Towards a global common good? http://unesdoc.unesco.org/images/٠٠٢٣/٠٠٢٣٢٥/٢٣٢٥٥٥e.pdf.

iv UNICEF. ٢٠١٥. The Investment Case for Education and Equity. www.unicef.org/publications/files/Investment_Case_for_Education_and_Equity_FINAL.pdf.

v UNESCO. ٢٠١٥. Rethinking Education, op. cit., p.١٠.

vi UNESCO. ٢٠١٤. EFA Global Monitoring Report ٢٠١٣/٤ – Teaching and Learning: Achieving Quality for All. http://unesdoc.unesco.org/images/٠٠٢٢/٠٠٢٢٥٦/٢٢٥٦٦٠e.pdf.

vii Banks, L.M. and Polack, S. The Economic Costs of Exclusion and Gains of Inclusion of People with Disabilities: Evidence from Low and Middle Income Countries. http://disabilitycentre.lshtm.ac.uk/files/٢٠١٤/٠٧/Costs-of-Exclusion-and-Gains-of-Inclusion-Report.pdf.

viii United Nations. ١٩٤٨. Universal Declaration of Human Rights. www.un.org/en/documents/udhr.

ix UNESCO. ١٩٦٠. Convention against Discrimination in Education. www.unesco.org/education/pdf/DISCRI_E.PDF.

x United Nations. ١٩٨٩. Convention on the Rights of the Child. www.ohchr.org/en/professionalinterest/pages/crc.aspx.

xi United Nations. ١٩٦٠. International Covenant on Economic, Social and Cultural Rights. www.ohchr.org/EN/ProfessionalInterest/Pages/CESCR.aspx. The covenant states (Art. ١٣.٢) that ‘(a) Primary education shall be compulsory and available free to all; (b) Secondary education in its different forms, including technical and vocational secondary education, shall be made generally available and accessible to all by every appropriate means, and in particular by the progressive introduction of free education; (c) Higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education’.

xii United Nations. ٢٠٠٦. Convention on the Rights of Persons with Disabilities. www.un.org/disabilities/convention/conventionfull.shtml.

xiii United Nations. ١٩٧٩. Convention on the Elimination of All Forms of Discrimination against Women. www.un.org/womenwatch/daw/cedaw/text/econvention.htm.

xiv United Nations. ١٩٥١. Convention relating to the Status of Refugees. www.unhcr.org/٣b٦٦c٢aa١٠.html.

xv United Nations. ٢٠١٠. Resolution on the Right to Education in Emergency Situations. www.ineesite.org/uploads/files/resources/UN_Resolution_Education_in_Emergencies.pdf.

xvi Adapted from: UNESCO. ٢٠١٥. Rethinking Education, op. cit.

xvii United Nations. n.d. Definition of key terms used in the UN Treaty Collection.

http://treaties.un.org/Pages/Overview.aspx?path=overview/definition/page١_en.xml.

xviii UIS/EFA GMR. ٢٠١٥. A growing number of children and adolescents are out of school as aid fails to meet the mark. Policy paper ٢٢/Fact sheet ٣١. http://unesdoc.unesco.org/images/٠٠٢٣/٠٠٢٣٣٦/٢٣٣٦١٠e.pdf.

xix UNESCO. ٢٠١٢. EFA Global Monitoring Report ٢٠١٢ – Youth and Skills: Putting education to work.

http://unesdoc.unesco.org/images/٠٠٢١/٠٠٢١٨٠/٢١٨٠٠٣e.pdf.

xx See for example:

European Union. ٢٠٠٧. Key Competences for Lifelong Learning – European Reference Framework.

www.alfa-trall.eu/wp-content/uploads/٢٠١٢/٠١/EU٢٠٠٧-keyCompetencesL٣-brochure.pdf.

World Bank. ٢٠١١. Learning for All: Investing in People’s Knowledge and Skills to Promote Development.

http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/Education_Strategy_٤_١٢_٢٠١١.pdf.

UNESCO. ٢٠١٢. EFA Global Monitoring Report ٢٠١٢, op. cit.

UNESCO Bangkok. ٢٠١٥. Transversal Competencies in Education Policy and Practice (Phase I). http://unesdoc.unesco.org/images/٠٠٢٣/٠٠٢٣١٩/٢٣١٩٠٧E.pdf.

xxi Consultative Group on Early Childhood Care and Development. n.d. Early Childhood Development on the Post-٢٠١٥ Development Agenda. www.ecdgroup.com/pdfs/Response-to-HLP-Report-٢٠١٣_final.pdf.

xxii UNESCO. ٢٠١٥. EFA Global Monitoring Report ٢٠١٥, op. cit.

xxiii UIS database for ٢٠٠٠ and ٢٠١٣ data. http://data.uis.unesco.org.

xxiv UIS. ٢٠١٢. International Standard Classification of Education: ISCED ٢٠١١. http://www.uis.unesco.org/Education/Documents/isced-٢٠١١-en.pdf.

xxv OECD. ٢٠١٣. The skills needed for the ٢١st century. OECD Skills Outlook ٢٠١٣: First Results from the Survey of Adult Skills, Chapter ١. http://skills.oecd.org/documents/SkillsOutlook_٢٠١٣_Chapter١.pdf.

xxvi UNESCO. ٢٠١٥. EFA Global Monitoring Report ٢٠١٥, op. cit.

xxvii Ibid.

xxviii Ibid.

xxix Plan International. ٢٠١٢. The State of the World’s Girls ٢٠١٢: Learning for Life. https://plan-international.org/state-worlds-girls-٢٠١٢-learning-life.

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