This speech covers:

CICE Special Seminar
July 24, 2015

 Milestone events and roles of EFA SC

Education 2030:
 Incheon Declaration and Education2030

The New Global Education Agenda
toward Inclusive and Equitable Learning Improvement

 Roles of Researchers
Kazuhiro Yoshida
Professor, CICE
yoshidak@hiroshima-u.ac.jp

Kazuhiro Yoshida(Director of CICE )Major Works of SC
SC discussed UNESCO position paper
for the post-2015 education agenda
GEM drafting group discussions
GEM in Oman (Ministerial level)
5.12-14
Muscat AgreementᲢfinalized by SCᲣ
8.6-8
APREC
10.9-10 SC OWG vs Muscat, FFA, TAG on indicators
2015.
SC UNSG synthesis, MAÎOWG rev.
2.5-6
FFA, Indicators
3.20
SC chair submit comments to OWG
SC working strategy for WEF
4.8-10(focus on Declaration)
5.19-22 WEF (Ministerial) adopted Incheon Declaration
8.31-9.1 SC to revise FFA after FfD
10.1-2
SC to finalize FFA after UN Summit
2015.11
UNESCO GenCon (ministerial) to adopt FFA

2

Milestones

2014.
3.6-7
4

Outcomes2014.7

SDGs OWG

IGN

2013.3᳸2014.7

2015.1᳸7

GEM
2014.5

MuscatAgreement

3

UNSG
Synthesis

EFA SCUNSummit
2015.9WEF
2015.5

UNESCO
GenCon2015.11

IncheonDeclaration

FFA4

EFA Steering Committee is:

EFA Steering Committee

 A global coordination mechanism on EFA
y Strategic and policy recommendations on EFAcoordination up to 2015y Recommendations on the post 2015 Ed agenda
 Members: 20+/y 6 regional rep.: W-Europe&N-America (Norway), E-Europe (Russia), LAC (Br), AP(Japan), Africa(Benin), Arab (Saudi)
y E9 (Pakistan), WEF Host (Korea)y EFA ConvenersᲴUNESCO, UNDP, UNFPA,UNICEF, World Banky GPE, OECDy CSO (GCE, ASPBAE/ANCEFA), PrivateᲢINTEL),EI5

6

SC Working Principles

Post 2015 Agenda

 Muscat Agreement to represent views of a Universal

wider education communityÍÎOWG works on a closed door

 Transformative Aspirational One goal, one framework OWG outcomes untouchable
 OWGᲷSDGs
 SDG4ᲷEducation 2030

78

Incheon Declaration
Used SDGᲮ as an education goal
Ensure inclusive and equitable quality educationand promote life-long learning opportunities for allInclusive = leaving no child behind --- Right-based

Learning/Learning outcomes
meaning of quality, results-oriented, backbone of SDFFA to be finalized based on Incheon Declaration,FfD outcomes, UN Summit, and to be adopted in
Nov. 2015

9ECCE, Pre-Primary
Muscat Agreement

OWG࣭SDG㸲

Target 1: By 2030, at least x% 4.2of girls and boys are ready for by 2030 ensure thatall girls and boys
primary school throughparticipation in quality early have access toquality earlychildhood care andeducation, including at least childhood
development, care
one year of free andand pre-primary
compulsory pre-primaryeducation so that
education, with particularattention to gender equality they are ready forand the most marginalized. primary education

10Basic (Primary and Secondary) Ed
Incheon Decl.

Muscat Agreement

We also encourage theprovision of at least
one year of free andcompulsory quality
pre-primaryeducation and that all
children have accessto quality earlychildhooddevelopment, careand education.

4.1
Target 2:
Para.ᲰᲨ
By 2030, all girls and boys by 2030, ensure that--, we ensure the provision
all girls and boys
complete free andof 12 years of free,compulsory quality basic complete free,publicly funded, equitable
equitable and quality
education of at least 9quality primary andprimary andyears and achieve
secondary education, ofsecondary
relevant learningwhich at least nine years
outcomes, with particular education leading
are compulsory, leading toto relevant andattention to gender
relevant learning
effective learning
equality and the mostoutcomes.
outcomes
marginalized.

11OWG࣭SDG㸲

Incheon Decl.

12

Literacy
MuscatAgreement

Skills Development
OWG࣭SDG㸲

MuscatAgreement

Incheon Decl.

Para.Ჳ
Quality education fosters
Target 3
creativity and knowledge,
By 2030, all youth
and ensures the acquisition
4.6and at least x% ofof the foundational skills ofby 2030 ensure thatadults reach aliteracy and numeracy---.
all youth and atproficiency level inleast x% of adults,literacy andPara.10
numeracy sufficient both men and(lifelong learning) --- allto fully participate in women, achieve
youth and adults, especiallysociety, with particular literacy andgirls and women, achieveattention to girls and numeracy
relevant and recognized
women and the mostfunctional literacy andmarginalized.
numeracy proficiency levels
and acquire life skills --13

Quality and Outcomes
MuscatAgreement

OWG࣭SDG㸲OWG࣭SDG㸲

Incheon Decl.

Target 4: By 2030, at 4.3 by 2030 ensure equal Para.10
access for all women and We commit to promoting
least x% of youth
men to affordable quality quality lifelong learningand y% of adults
have the knowledge technical, vocational and opportunities for all, inall settings and at all
and skills for decent tertiary education,levels of education. This
work and life through including university
includes equitable andtechnical andincreased access to4.4 by 2030, increase by
vocational, upper
quality technical andx% the number of youth
secondary andvocational education
and adults who havetertiary educationand training and higher
relevant skills, including
and training, withparticular attention to technical and vocational education and research---, as well as ---nongender equality and skills, for employment,
formal and informal
decent jobs andthe mosteducation, is important.
entrepreneurshipmarginalized.
14Teachers

Incheon Decl.

Para.Ჳ
4.7
Target 5:
by 2030 ensure all learners We commit to quality education and to
By 2030, allacquire knowledge and skills improving learning outcomes, ---.
learners acquire needed to promote
Quality education fosters creativity andknowledge, skills, sustainable development,
knowledge, and ensures the acquisition
values andincluding among othersof the foundational skills of literacy andthrough education for
attitudes tonumeracy as well as analytical,
problem-solving and other high-levelestablish
sustainable development
cognitive, interpersonal and social
sustainable andand sustainable lifestyles,
skills. It also develops the skills, values
peaceful societies, human rights, genderand attitudes that enable citizens toincluding through equality, promotion of alead healthy and fulfilled lives, makeglobal citizenship culture of peace and noneducation andviolence, global citizenship, informed decisions, and respond toeducation forand appreciation of cultural local and global challenges throughsustainable
diversity and of culture’seducation for sustainable development
contribution to sustainable (ESD) and global citizenship education
development.
development(GCED).
15

MuscatAgreement

OWG࣭SDG㸲

Incheon Decl.

Para.94.c
Target 6:
We will ensure thatby 2030 increase by x%
By 2030, allteachers and educators
governments ensure the supply of qualified
are empowered,that all learners are teachers, including
adequately recruited,taught by qualified, through international
well-trained,
cooperation for teacher
professionallyprofessionally qualified,training in developing
trained, motivatedand well-supported countries, especially LDCs motivated andsupported within welland SIDS
teachers.
resourced, efficient andeffectively governedsystems.
16Gender and Equity
MuscatAgreement

In each target

OWG࣭SDG㸲

Resources
MuscatȞǹǫȃȈӳॖ
Agreement

Incheon Decl.

Target7:By
By2030,2030,all
all
Target 7:countries allocate atleast 4-6% of their
Gross Domestic
Product (GDP) or atleast 15-20% of their
public expenditure toeducation, prioritizing
groups most in need;and strengthen
financial cooperationfor education,prioritizing countries
most in need.

4.5
Para.7.
by 2030, eliminate
Inclusion and equity in andgender disparities inthrough education is theeducation and ensure
cornerstone of a transformativeequal access to all levels
education agenda, ---.
of education andvocational training forthe vulnerable, including Para.8Შ
persons with disabilities, We recognize the importanceindigenous peoples, and of gender equality inachieving the right tochildren in vulnerable
education for all.
situations

OWG࣭SDG㸲
Decl.
OWG࣭SDG㸲 IncheonǤȳȁȧȳܳᚕ
No
reference.
ᚕӏƳƠȑȩǰȩȕ14.
Para.14.
increase public spending on

education in accordance with country
cf.: FfD, Addis Ababa
context, and urge adherence to the“We will scale up
international and regional
investments andinternational cooperation benchmarks of allocating efficiently at
to allow all children toleast 4 - 6% of Gross Domestic
complete free, equitable, Product and/or at least 15 - 20% of
inclusive and quality
total public expenditure to education
early childhood, primaryȑȩǰȩȕ15.
Para.15.
and secondary“to make additional concrete efforts
education, including
through scaling-up and towards the target ofstrengthening initiatives, 0.7 per cent of GNP for ODA tosuch as the Global
developing countries” “commit toPartnership forincrease our support to the least
Education.”developed countries.”

17

Structure of MDGs

Structure of SDGs

Goals (total 8)

Targets (total 18)

Indicators (total 48)

Goal 2. Achieve
universal primaryeducation

Target 3. Ensure that, by2015, children everywhere,boys and girls alike, will beable to complete a fullcourse of primary schooling

6. Net enrolment ratio inprimary education
7. Proportion of pupils starting
grade 1 who reach grade 5
8. Literacy rate of 15-24-yearolds

Target 4. Eliminate genderdisparity in primary and
Goal 3. Promotesecondary education,gender equality andpreferably by 2005, and toempower women
all levels of education nolater than 201518

Goals (total 17)

Targets (total 126+MoI43)

Indicators (total ?)7Target+3MoI
Goal 4. Ensure
4.a Build and upgrade education
inclusive and equitablefacilities ---.
quality education and
4.b By 2020, expand by [x] perpromote lifelongcent globally the number oflearning opportunities
scholarships available tofor all
developing countries, ---.

9. Ratio of girls to boys inprimary, secondary and tertiary
education
10. Ratio of literate females tomales of 15-to-24-year-olds
11. Share of women in wage
employment in the nonagricultural sector
12. Proportion of seats held by
women in national parliament

Goal 5. Achieve genderequality and empower 6Target+3MoI
all women and girls
Education also appears in:T3.7 (health)T8.6 (employment & decent work)
T13.3 (climate change)㼁㻺㻌㻞㻜㻜㻝㻌㻔㻭㻛㻡㻢㻛㻟㻞㻢㻕
1920

Dakar FW vs Incheon Decl.

Draft FFA for Education 2030

 Dakary 3 pagesy Expanded commentary: 11 pages, Regional FFA
y Indicators developed later(GMR, MDGs indicatorsᲣ
y No financial targetᲢFTIÎGPE)I. VISION AND RATIONALE
II. GOAL, TARGETS AND INDICATORSy Overarching goaly Strategic approaches
y Global targets and specific strategic optionsy Indicators Ტto be agreed on in 2016Უ Incheony 4 pages
y FFA to be adopted latery Indicators to be developed latery With ref to Financial target (but not in OWG) Î Î?

III. IMPLEMENTATION MODALITIESy Governance, accountability and partnerships
y Effective coordinationy Monitoring, reporting and evaluationy Financing

21

22

Quality Learning and Outcomes
Our Challenges

Education 2030

MuscatAgreement

 A broader scopey Pre-primary᳸Skills, HE, LLL

OWG࣭SDG㸲

Incheon Decl.

Para.Ჳ
4.7
Do we know
Target 5:
by 2030 ensure all learners We commit to quality education and to
how to…
By 2030, allacquire knowledge and skills improving learning outcomes, ---.
learners acquire needed to promote
Quality education fosters creativity andknowledge, skills, sustainable development,
knowledge, and ensures the acquisition
Whatvalues
and do we including among othersof the foundational skills of literacy andactually
attitudes
to know through education for
numeracy as well as analytical,
about…
problem-solving and other high-levelestablish
sustainable development
cognitive, interpersonal and social
sustainable andand sustainable lifestyles,
skills. It also develops the skills, values
peaceful societies, human rights, genderand attitudes that enable citizens toincluding through equality, promotion of alead healthy and fulfilled lives, makeglobal citizenship culture of peace and noneducation andviolence, global citizenship, informed decisions, and respond toeducation forand appreciation of cultural local and global challenges throughsustainable
diversity and of culture’s
education for sustainable development
contribution to sustainable (ESD) and global citizenship education
development.
development(GCED).

 More challenging issues
y Inclusiveness, Learning improvement,Outcomes Edu goalsᲷEdu in Development Goals
y +education for SDGs
 Complicated, difficult to understand Multiple players

2324

In fact,

Roles of Researchers We know a lot about how to make teaching Re-interpret existing knowledge

more effective. (though not enough) Work with practitioners, policy makers

y Lesson studyy Effective use of TLM
y Classroom managementy School management
y Good practices of brilliant teachingy Experiences of international cooperation to beand other stakeholdersy To establish a policy-practice-results linkage
y To institutionalize what works

 Disseminate knowledge “for use”

re-oriented to learning improvement
 But we are not using the knowledge!
25

yoshidak@Hiroshima-u.ac.jp

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