SDG DG 4: Education 2 2030 30 Mami Umayahara UNESCO Asia and - - PowerPoint PPT Presentation

Achieving Children’s Learning and Well-being in the Context of the Sustainable Development Goals (SDGs)

SDG DG 4: Education 2 2030 30

Mami Umayahara UNESCO Asia and Pacific Regional Bureau for Education

Children and Youth Development Conference ‘Expanding Opportunities and Equity beyond Frontiers’ The Celebrations on the Auspicious Occasion of HRH Princess Maha Chakri Sirindhorn’s 5th Cycle Birthday Anniversary 2nd April 2015 29-30 June 2015

Con

• ntents

ts

• 1. Global development and education goals
• 2. Education 2030: SDG Goal 4
• 3. SDG Target 4.2: Early childhood development, care and

education

• 4. Education 2030 - SDG Target 4.2 Framework for Action

• 1. Global development

and education goals

Global al d development a and e education g goal als

UN Summit on Sustainable Development ⇒ Sustainable Development Goals (SDGs) World Education Forum (Incheon, Republic of Korea) ⇒ Incheon Declaration and Framework for Action Education 2030 UN Millennium Summit ⇒ Millennium Declaration with 8 Millennium Development Goals (MDGs)

World Education Forum (Dakar, Senegal) ⇒ Dakar Framework for Action with 6 EFA Goals

World Conference on Education for All (Jomtien, Thailand) ⇒World Declaration

• n Education for All

1990 2000 2015 2030

Development

Education

Global al d development a and e education g goal als – EFA g goa

• als

ls a and M MDGs ( (2000-2015) –

EFA goals

• 1. Expand and improve comprehensive Early

Childhood Care and Education

• 2. Ensure universal access to and completion
• f free and compulsory primary education
• f good quality
• 3. Provide young people and adults with

appropriate learning and life skills

• 4. Achieve a 50% improvement in adult

literacy

• 5. Eliminate gender disparity in primary and

secondary by 2005 and achieve gender equality in education by 2015

• 6. Improve the quality of education

Education-specific MDGs

MDG 2: Achieve universal primary education

Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling

MDG 3: Promote gender equality and empower women

Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015

H.R.H. P Princ ncess Sirindho ndhorn attende nded d the 10 10th

th High

gh-Leve vel Group M up Meeting ng on E EFA A (Jomt

mtien, T Thailand M March 2 2011)

6

“Education must build up conscientiousness and responsibility of all to care for the well-being of disadvantaged people. ‘All for Education’ and ‘Education for the Well-Being of All’ are important to the future of mankind.”

• H.R.H. Princess Sirindhorn’s speech at the 10 HLG Meeting on EFA

EFA G Goal 2 2: Just h t half o

• f countr

trie ies r reached t the g goal

Source: UIS database

This was the most prominent and best funded of the EFA goals Yet, despite progress, just over half of countries have reached universal primary enrolment

84 95 95 88 78 91 95 96 94 94

20 40 60 80 100

World Central Asia East and Southeast Asia The Pacific South and West Asia

1999 2012

Primary education adjusted net enrolment ratio

EFA Goal 2: Inequalities in primary school attainment remain

• The gaps in attainment between the poorer and the richer households have increased in some countries.
• The proportion of out-of-school children in conflict- affected countries increased from 30% to 36% from

1999 to 2012.

• Children in conflict-affected countries are more than twice as likely, and adolescents two-thirds more

likely, to be out of school than in non-conflict affected countries.

• Young women are almost 90 per cent more likely to be out of secondary school in conflict affected-

countries than elsewhere.

100 million children will not complete primary school in 2015. 58 million children are out of primary school globally of which 17 million are in the Asia and Pacific region

EFA Goal 2: Access improved, but many do not complete the full cycle

In South and West Asia, almost 40% of children do not reach the last grade of primary education

20

75 97 86 64 75 98 93 64

10 20 30 40 50 60 70 80 90 100

World Central Asia East and Southeast Asia South and West Asia

1999 2012

Survival rate to the last grade of primary education (2011)

• 2. Education 2030:

SDG Goal 4

SDG G Goal 4 4 (Zero draft)

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Educ ducation 2 n 2030: a a sing ngle a agend nda

Overarching goal: SDG Goal 4 (Zero draft)

“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”

⇒7 targets and 3 means of implementation Key Features:

• Builds on and continues EFA
• Rights-based
• Focus on inclusion, equity and gender equality
• Focus on quality and relevant learning outcomes
• Holistic and lifelong learning approach
• Universally-relevant

SDG G Goa

• al 4

l 4: 7 7 Targets

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning

• utcomes

4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 4.4 By 2030, increase by [x] per cent the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

SDG G Goa

• al 4

l 4: 7 7 Targets (Zero draft)

4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations 4.6 By 2030, ensure that all youth and at least [x] per cent of adults, both men and women, achieve literacy and numeracy 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

SDG DG Goal al 4 4 – 3 m mean eans of i implem ementatio ion

4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all 4.b By 2020, expand by [x] per cent globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and

• ther developing countries

4.c By 2030, increase by [x] per cent the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

• 3. SDG Target 4.2

Early childhood development, care and education

Educ ducation 2 n 2030 - SDG DG T Tar arget 4. 4.2 ( 2 (201 2015)

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre- primary education so that they are ready for primary education

HRH RH P Princess ss Sirindhor

• rn

“…it would not be enough to work in just primary schools and pre-schools, because the brain of a person is formed just before that. We should try to target at even younger

• children. It would be better if we could help pregnant

women and nursing mothers.”

(The 60th Anniversary of UNESCO ‘Including the Excluded: Building on UNESCO’s First 60 Years.’ Bangkok, Thailand, 25 November 2005)

Sensiti tive p e per eriods i in e early brain d development

Graph developed by Council for Early Child Development

ECCE’ CE’s h high r return o

• n i

inves estmen ent

Source: Carneiro and Heckman 2003

Investment in early childhood development for disadvantaged children provides 7 to 10 percent each year to society through increased personal achievement and productivity.

Worl rld D Declarati tion o

• n EF

EFA ( (1990)

Jomti tien, T Thaila iland

Learning begins at birth. This calls for early childhood care and initial education . These can be provided through arrangements involving families, communities,

• r institutional programmes, as appropriate

(Article V, emphasis added)

EFA G Goal 1 1 (2000) 000)

Dakar, S , Seneg enegal

Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children

Access expansion Quality improvement Equity provision

Enrolment in pre-primary education remains low in some countries

EFA Goal 1: More efforts needed in Asia-Pacific for ECCE

25 58 63 86 15 26 51 64 82 84 88 93 119 29 34 35 63 68 74 82 87 93 96 109 14 33 38 82 87 90

20 40 60 80 100 120

Kyrgyzstan Kazakhstan Turkmenistan Mongolia Cambodia Lao PDR Indonesia Brunei Darussalam Viet Nam Malaysia Japan Republic of Korea Thailand Micronesia Samoa Tonga Vanuatu Nauru Palau Tuvalu Cook Islands Solomon Islands New Zealand Australia Bhutan Bangladesh Iran, Islamic Rep. of Pakistan Nepal Sri Lanka

Gross enrolment ratio in pre-primary education (ca. 2013)

World (54)

Source: UNICEF The State of the World’s Children 2015

11 14 3 8 5 7 19 5 25 85 59 4 16 16 27 46 46 47 61 73 80 82 91

10 20 30 40 50 60 70 80 90 100

Percentage

Poorest 20% Richest 20%

Inequit ity i in a acces ess t s to

• ECC

CCE ser ervic ices

Attendance in early childhood education, 2005 – 2013: % of children 3 to 5 years of age who are attending an early childhood education programme

Source: UNICEF The State of the World’s Children 2015

42 40 42 72 42 56 42 63 83 84 87 86 71 73 76 80 85 86 87 94 95 96 96 99

10 20 30 40 50 60 70 80 90 100 Mongolia Bhutan Myanmar* Afghanistan Bangladesh Tajikistan Lao PDR Viet Nam Uzbekistan Kazakhstan Thailand Kyrgyzstan

Percentage

Poorest 20% Richest 20%

Ineq equity ty in learnin ing e envi viron

• nmen

ent a t at hom

• me

Adult support for learning of children 3 to 5 years of age, 2005 – 2013

Source: UNICEF The State of the World’s Children 2015

1 1 1 4 6 3 32 24 24 42 76 85 59 5 24 24 33 48 49 59 71 76 85 85 82 91

10 20 30 40 50 60 70 80 90 100

Percentage

Poorest 20% Richest 20%

Ineq equity ty in learnin ing m mater erials ls a at hom

• me

Learning materials at home – children’s books:

% of children 0–5 years old who have three or more children’s books at home

• 4. Education 2030 – SDG Target 4.2

Framework for Action

Educ ducation 2 n 2030 - SDG DG T Tar arget 4. 4.2 ( 2 (201 2015)

Incheo eon, n, R Repub public o c of Korea ea

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

Education 2 2030 - SDG T Target 4 4.2 Framewor

• rk f

for

• r A

Action

• n (

(draft) t)

Strategy options:

• Put in place policies and legislation that guarantee the provision of at least
• ne year of compulsory and free quality pre-primary education
• Put in place integrated multi-sectoral ECCE policies and strategies,

supported by coordination among ministries responsible for nutrition, health, social and child protection, water/sanitation, justice and education, and secure adequate resources for implementation

• Design and implement inclusive, accessible and integrated programmes and

services of good quality for early childhood, covering health, nutrition, protection and education needs, especially for children with disabilities, and support families as children’s first caregivers and teachers

Ho Holistic a approac aches t to g growth, dev evel elop

• pmen

ent a and l learning

Child develop- ment Physical

Linguistic Social Emotional Cognitive

Recent brain research suggests the need for holistic approaches to growth, development and learning because different “developmental domains” are interrelated and dynamic

Integ egrated, c comprehensive e early childhoo

• od c

care e and e educa cation

Child develop- ment Nutrition

Early stimulation /education Social protection

(birth registration, childcare, social assistance

Water & sanitation

Health

(pre-natal care, immunizations)

Holistic approaches require integrated care and education as well as family support Integrated ECCE (combined health, nutrition and stimulation) yields greater benefits for children’s health and development than health+nutrition alone

Individual Child Microsystem

Family Peers Siblings

Exosystem

Extended family School district Neighborhoods Mass media Parent’s work environ- ment

Macrosystem

Laws Culture History Economic System Social Conditions Policies

Social services Graph adopted from Niederer et al. BMC Public Health 2009 9:94

Ecol

• log
• gical m

mod

• del o

el of c child d develop

• pmen

ent

(U. Bronfenbrenner)

HRH RH P Princess ss Sirindhor

• rn

“Development is an integrated process, and team work plays a big role. When I say ‘integrated’, I mean a holistic approach involving health, education,

• ccupational training, agricultural product processing

and industries, etc.”

(The 5th UNCTAD XII Roundtable, Accra, Ghana, 24 April 2008)

ECCE CCE: P Pri riority f for act ction

• Evidence-based policy advocacy and public awareness for ECCE as the first and

the most critical stage of lifelong learning and development

• Promote developmentally and culturally appropriate ECCE:

avoid “schoolification” of ECCE – young children learn best through play; the quality of human interactions literally shape their brain

• Government commitment to equitable, integrated quality ECCE: as part of

national socio-economic development agenda, ensure resource allocation and quality service provision and monitoring

• Coordination among sectors at central and decentralised levels (i.e. vertical and

horizontal coordination) to provide integrated ECCE

• Public-private partnerships and involvement of civil society and communities to

reduce marginalization and inequity

www.unesco.org/bangkok bangkok@unesco.org

Learning begins at birth

Towards inclusive and equitable quality education and lifelong learning for all