El objeto principal de este guía es proporcionar una herramienta practica para la implementación de los derechos indígenas a los Gobiernos, Indígenas y Tribales, trabajadores y empleadores de organizaciones, basándose en la experiencia, buenas prácticas y lecciones aprendidas que fueron generados hasta ahora.
El capítulo 10 (paginas 128-136) concierne a la educación
The main purpose of this Guide is to provide governments, indigenous and tribal peoples and workers’ and employers’ organisations with a practical tool for the implementation of indigenous peoples’ rights, based on the experiences, good practices and lessons learned that have been generated so far.
Section 10 (pages 128-136) refer specifically to education.
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. It is also a result of increasing interest in advocacy around domestic financing for education as identified through GCE’s Civil Society Education Fund (CSEF) programme (GCE website).
GCE, AAI and EI are launching this toolkit as the world embarks on the difficult task of putting into action the newly agreed Sustainable Development Goal 4 (SDG 4), and the accompanying Education 2030 Framework for Action (FFA). The SDG 4 and the FFA contain collective commitments to ensure inclusive and equitable quality education and lifelong learning for all by 2030. In recognition that enacting this expanded agenda will require more funds for education, the FFA sets out financing benchmarks that commit governments to spending at least 4-6% of GDP and 15-20% of total budgets on education, and it highlights domestic resourcing as the most important way of funding education. In addition, in order to address issues of quality and equity in education, the FFA recognises there is a need for greater efficiency, better targeted spending and increased accountability (UNESCO, 2015a).
Civil society can – and should – play a critical role in this, which requires the building of a powerful evidence base on which to conduct advocacy and put pressure on governments to deliver sufficient funding for education, primarily domestic, complemented by external support where necessary. It is hoped that this toolkit will help to build knowledge and capacity so that education advocates and activists across the developing world can more effectively hold their governments accountable.