TOWARDS THE RIGHT TO INCLUSIVE QUALITY PUBLIC EDUCATION AND
LIFELONG LEARNING BEYOND 2015
1.

We, the representatives of national, regional and international non-government and civil society
organisations from different parts of the world have gathered at the NGO Forum in Incheon, Korea,
from 18th to 19th May 2015. The Forum has been held ahead of the World Education Forum (WEF)
2015 scheduled to take place in Incheon from 19th to 21st May 2015, to prepare for our active
participation and effective engagement.

2.

We have taken note of the status of Education for All (EFA) based on the 2015 Global Monitoring
Report, complemented by independent EFA assessments, discussed the contributions of civil society
on EFA since Dakar in 2000, reviewed the status of the post 2015 process and analysed the WEF Draft
declaration and Framework for Action. Following our deliberations over the past two days, we haveadopted this statement, which reflects the aspirations of the Civil Society Organizations as we set oureyes on Education 2030.

3.

We re-affirm that education is a fundamental human right and a public good that is key to promotingsocial, economic and environmental justice. States have the duty to provide free quality public
education and lifelong learning for all and to ensure the right to education is enshrined in law andenforceable. We are however alarmed that today, 121 million children and adolescents are still out ofschool, with major inequalities in terms of access and quality. At least 781 million adults are denied theright to literacy, two-thirds of them being women. To address these and other challenges, the post2015 education agenda must be rights-based, universal, holistic and within a lifelong learningperspective, drawing on lessons from the past, fully addressing the unachieved EFA goals and ensuring
greater ambition to prepare young people and adults for life and to meet the challenges of the 21stcentury.

4.

We welcome the Draft Declaration and Framework for Action (FFA) for the WEF on the assumptionthat the fundamental content will remain unchanged, that there will be no regression from the current
human rights perspective and degree of ambition of the targets and that the recommendations in thisDeclaration are taken on board.

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We furthermore expect that the education goal and targets will remain integrated as part of theUnited Nation´s Sustainable Development Goals to be adopted in September 2015, thus recognising
the critical role of education for social, economic and environmental justice and the indivisibility ofhuman rights. We support the recommendation of the co-facilitators in the New YorkIntergovernmental Negotiations that where x% is used in the adult literacy, skills and teacher targets,these should be replaced by “all”.

6.

We agree that the goal to “Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all” should stand as our collective vision for the post 2015 agenda. To thisend, we call for the commitment to twelve years of free, publicly-funded formal quality education for
all by 2030, nine of which should be compulsory. We furthermore call for ECCE from birth to school
entry age group be progressively free. We reaffirm the right to progressively free and public quality
higher education and vocational education and training. Each country should set clear benchmarks andmilestones to outline how they will achieve this.

7.

We need more attention to be placed on what the commitment to lifelong learning really means. It isan approach that is transformative, a commitment to a vision of learning that starts from birth andextends throughout life, and encompasses quality formal, non-formal and informal learning,
recognising all people from children, youth and adults to older people as rights-holders. The
foundation lies in early childhood care and education, which is essential both for promoting well-being
and for enhancing social cohesion and national development. ECCE must be holistic andcomprehensive, respecting the unique characteristics of young children and ensuring that all reachtheir full potential. Similarly, adult literacy and education policies and programmes must be prioritised
and publicly funded, being appropriate to adulthood and designed with learners, focussing on
empowerment. Achieving lifelong learning further requires that all barriers to progression throughdifferent cycles of education are eliminated, including the recognition of prior informal and formallearning.

8.

We reiterate our call for ensuring that access, equity and quality are addressed together for all ages,
within and outside formal education settings. Special emphasis should be given to the inclusion of
those marginalised by gender, race, language, religion, ethnicity, indigeneity, disability, sexualorientation, health status, geographical location, refugee or migrant status, socio-economic status,
age, emergency, manmade disaster and conflict, among others. We recognise that women and girls
from marginalised groups face additional, multiple and intersecting forms of discrimination. States andorganisations should never separate access and equity from quality, including in conflict-affected anddisaster-prone areas. Indeed, the central challenge that most education systems face is to ensureequity in the quality of education, ending segregation and stratified systems that exacerbate
inequalities in societies. Whilst ensuring quality for all education systems must celebrate linguistic andcultural diversity, resisting the drive towards standardisation which may undermine diversity.
Particular emphasis should be placed on out-of-school children and youth, including those who live in
conflict affected states, in providing education opportunities, as well as creating pathways to reengage
them with the formal system. We support the commitment that no target be considered met unless
met for all.

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Quality education extends beyond literacy and numeracy by encompassing the acquisition of a broad
set of knowledge, skills and values, as well as fostering critical thinking, creativity, solidarity, dialogue
and problem solving. It is rooted in fulfilling and inclusive learning experiences, requiring safe, secureand inclusive learning environments; motivated and valued teachers, high quality materials as well as
relevant, broad curricula that encompass human rights education, education for sustainable
development and global citizenship education. Quality education values individual and cultural andlinguistic diversity, strengthens democracy and promotes peace. The learning process must be basedon a learner centred approach.

10. Central to the achievement of all education targets, equity, quality education and learning for all areteachers who are well trained, professionally qualified, and valued and have decent remuneration noless than that of professionals with comparable qualifications in the public service and/or privatesector. Governments should increase investment in teacher education and the provision ofcontinuous professional development and support, ensuring gender sensitive recruitment and training.
They need to create decent and attractive working conditions for all teachers, education support
personnel and educational leaders. Teacher organisations need to be respected and recognised as
independent and legitimate actors. They need to be centrally involved in all social dialogue concerning
education policies, salaries and conditions of service and this should be guaranteed throughlegislation. Given its centrality the teacher target should have a more immediate deadline of 2020.
11. Whilst supportive of the FFA as a whole we are deeply concerned by the narrow range of indicators in
its annex. To achieve the goal we strongly recommend that national and regional indicators should
show a progressive narrowing of the gap in access and achievement between the richest 20 % andpoorest 40 %, measured each five years. We need to have a more ambitious and holistic set ofindicators, both universal and thematic, which are consistent with existing human rights obligations
and in line with the content and spirit of the goal and the full set of education targets. Particularattention is needed to ensure that there are diverse indicators for quality education that recognise andtrack inputs, processes and a wide spectrum of outcomes. In relation to learning, the focus should also
be on strengthening formative assessment which can help to guide practical improvement, rather thanan over-emphasis on internationally standardised tests and comparisons. There should be a clear
recognition that setting indicators is a political, not purely technical, act and that final approval ofthematic indicators must be subject to appropriate democratic oversight.
12. We welcome the recognition that civil society participation should be institutionalised and guaranteed
in all processes – as this is crucial to ensuring governments are held to account and achieving inclusive,
quality education for all. Accountability, transparency and the importance of civil society’s watchdog
role, including expenditure-tracking, during the implementation and monitoring of the post-2015
agenda must be underscored. We recommend that this explicitly includes all stakeholders including
teachers unions, parents groups and representative student movements as well as NGOs, children andyouth-led movements, communities, learners’ organisations, disabled people’s organisations,indigenous organisations, academic and research institutions, women’s organisations and other social
movements that represent excluded groups. These diverse actors should be meaningfully involved in
all the stages of policy dialogue, planning, decision making, monitoring and evaluation of the 2030
education agenda. Furthermore, human rights can only be fulfilled in a context of democracy thatrecognises participation as a right in itself. To this end, we condemn and call for an end to the3discrimination, persecution and criminalisation of activists and civil society movements that we arepresently witnessing across all continents and which jeopardises the fulfilment of the right toeducation.
13. We are deeply concerned and also strongly condemn the continued threat to the right to education
due to the rising incidents of attacks and violence in and around educational institutions, leading tocasualties of students and personnel. In addition, school-related, gender-based violence needs to berecognised as a significant barrier to education, particularly for girls. More attention needs to be paid
to addressing the root causes of conflict and violence. It is an outrage that many governments are
disproportionally investing in the military and/or are increasing their military expenditure more rapidly
than their education expenditure. Education systems, both formal and non-formal, should promote a
culture of peace, intercultural understanding, harmony and tolerance, working to overcome all formsof conflict at all levels.
14. The post 2015 education agenda cannot be achieved without adequate financing. We therefore callfor the following:a. National governments should absolutely adhere to international benchmarks for ensuring increased
domestic financing for education, by allocating at least 6% of the GDP and at least 20% of thenational budget to education. The use of a range of 15-20% and 4-6% as it currently stands in theFFA dilutes this essential benchmark.
b. More attention needs to be paid to expanding the domestic resource base. Whilst we welcome theFFA´s references to expanding the tax base and challenging harmful tax incentives we need tooppose not just tax evasion but aggressive tax avoidance, which, though technically legal, can beimmoral in denying countries the funds needed for delivering on the right to education. We join thecall for an empowered intergovernmental body on tax which is mandated to set tax rules andempowered to enforce these rules – as a key step to ending the abuse of tax havens.
c. Donors should commit to clear targets - whether doubling of aid to basic education or ensuring thatat least 10% of aid is spent on basic education. The Dakar pledge on financing needs to be boldly
reasserted in Incheon and delivered on seriously in the coming years. Donors need to prioritise
their aid on low income countries and fragile and conflict affected countries. Aid to education inhumanitarian contexts needs to be at least doubled from the low base of 2% to 4%. Furthermore,debt cancellation in favour of education should be re-emphasised.
d. Governments and donors should prioritise spending on achieving the goal and targets for the mostmarginalised communities. Spending to increase equity improves quality of life for everyone.
e. The Financing for Development conference in Addis Ababa must come up with a comprehensive
framework for financing the post-2015 sustainable development goals. We call on governments
and all partners to ensure that the Addis outcome document has a commitment to financing theeducation goal and all of its targets, with the specific minimum benchmarks for domestic financing
and external support described in paragraph 14 (a) and (c) above.
f. The Global Partnership for Education should align fully its strategic plan and financing mechanisms
to the collectively agreed education goal and targets. It should support countries to develop
comprehensive education sector plans and should avoid creating parallel goals, objectives ortargets.
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g. Clearer commitments are needed to ensure all public money (including aid money raised fromtaxpayers) is spent on public education and is not supporting or subsidising for-profit provision in
any way. Private sector contributions to the education sector should aim to reinforce the need for
greater public investment in education and research rather than to replace the role of nationalgovernments. We therefore, reaffirm education as a public good and reject calls for increased
privatisation or commercialisation in education, including any support for low fee private schoolsand for-profit universities. Equally we oppose any trade agreements that include education as acommodity and facilitate liberalisation of education services and loss of rights, as in the case of theTrade in Services Agreement (TISA). We also call on all governments to put in place stronger
regulation of private provision of education to prevent abuse, fragmentation and increasing
inequity.
15. We support the need to improve monitoring and evaluation of progress at all levels and the push for adata revolution, especially in ensuring that disaggregated data is transparently available to all in order
to inform education policy and practice. The biggest challenges lie in strengthening national systems
and capacity-building in qualitative and quantitative data collection as well as meaningful and effective
analysis. This needs to be given priority over the aspirations for internationally comparable data. Thereneeds to be a huge effort to track the extent to which all equity gaps in education are reduced.
16. We recognise the crucial role played by UNESCO as the mandated UN agency for education and weurge continuation of an inclusive, democratic process and architecture which engages member states,relevant UN agencies and civil society. This partnership is crucial to success. As civil society we value
the Collective Consultation of NGOs on EFA and the composition of the EFA Steering Committee, which
includes civil society representation.
17. We, the representatives of national, regional and international non-government organisations and civilsociety organisations from different parts of the world are committed to work and cooperate withgovernments and a wide range of groups, individuals and institutions to reach our goal to “Ensure
inclusive and equitable quality education and promote lifelong learning opportunity for all of quality
education for all”. In particular we commit to:a. Continue engagement and dialogue with UNESCO at all levels and other key stakeholders inarticulating the education agenda with the UN SDGs agenda, in particular at the World
Education Forum;b. Engage all governments at local, regional and central level to fulfill their commitment toimplement the 2030 education agenda and Framework for Action;c. Increase our advocacy for education both within and outside of the education community andhold States and donors accountable for meeting their obligations;d. Foster the active engagement of families, children, youth, students, teachers and communities,
especially those most marginalised, so that their voices are heard in agenda-setting,policymaking and implementation;e. Disseminate this outcome document throughout the CCNGO/EFA membership and the broader
civil society at national, regional and international levels;5

f. Disseminating the Declaration from the World Education Forum 2015 and the Framework forAction “Education 2030”.
18. Together, we need to continue to make a compelling case that education is at the heart of the post2015 agenda, facilitating achievement of all other SDGs. The new global compact on development
requires a new generation of active global citizens of all ages in all countries, developing and sharing
the attitudes, knowledge and behaviours which are essential for a sustainable planet. To achievedignity and social and environmental justice, we need inclusive, equitable, quality education andlifelong learning for all.

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