The new Global Education Monitoring Report is ground-breaking in placing accountability at the centre of its attention. As the report notes, the concept of accountability was shockingly absent from the framing of the Sustainable Development Goals–making it relatively easy for heads of state to sign up to them, as they could be confident that there were few consequences if they failed to deliver.
In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals. The Special Rapporteur concludes by calling for states to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.
This guide, organised around a set of questions and answers to 'unpack' SDG4, provides overall guidance for a deeper understanding of SDG4 within the 2030 Agenda for Sustainable Development, in order to support its effective implementation. The guide outlines the key features of SDG4-Education 2030 and the global commitments expressed in the SDG4 targets as articulated in the Incheon Declaration and the Education 2030 Framework for Action. The guide also examines the implications of translating these global commitments within, and through, national education development efforts.
Over the past two decades, a set of globally converging discourses on lifelong learning (LLL) has emerged around the world. Driven mostly by inter-governmental organisations, these discourses have been largely embraced by national and local education systems seeking to reflect local traditions and priorities. This paper argues that these discourses tend to look remarkably alike, converging into a homogeneous rationale in which the economic dimension of education predominates over other dimensions of learning, and in which adaptation takes pre-eminence
This briefing paper focuses on the distinct contributions that NHRIs can make to the sustainable development agenda. It outlines the importance of the SDGs for human rights and highlights a number of specific opportunities for NHRIs to effectively fulfil their role in the context of the new global development agenda, sharing examples of development-related work from a number of institutions in all regions.
يسترضرا األمتع الضتاا ا تتيا الروريتر التروااال اتع ا وتوت اعير تا ي واعجرماع ت والثواف ت وارتار فتتدام الرنم ت ابستردام او ت ما رتع مروتارارعو ويستلال العتو علت ابساواة ومبدفي عدا الرم ز وابسا ل و فعت ا عتن جتا الب اتتال الوتالى علت اوتوت ا تستان او ت ا األستاس لعتمان خن تي ت عتاا ٢٠3٠ ا ريوت خرست متا الرزامتال التدول وجت الوتاتون التدوحيد واتد الروريتر الرلتديال وال تري الرل ست ف متا يرضلت االرن تي الوتالى علت اوتتوت ا تستتان ت تت الرنم تت ابستتردام لضتتاا ٢٠3٠ ومستتا ال اال تتال الدول تت وتتوت ا تسانو وخيررى ارو ال ا تيا الشأند
The 2030 Agenda is explicitly grounded in the Universal Declaration of Human Rights and international human rights treaties. Indeed, the integration of human rights language into Agenda 2030 has been welcomed by States and civil society concerned to address concerns about the Millennium Development Goals’ (MDGs) ‘human rights-blindness’ and accountability shortcomings.
This toolkit has been produced by the Global Campaign for Education (GCE) in collaboration with ActionAid International (AAI) and Education International (EI), and with funding from the Global Partnership for Education (GPE). It aims to support civil society organisations and education activists across low- and middle-income countries to advocate and campaign on issues related to financing for education, as a strategic focus area of the GCE movement.
Amin, 18, became a refugee when his family fled Syria for Lebanon five years ago. He has not set foot in school since. With his father unable to get legal status or work, responsibility for supporting the family of seven fell to Amin.