A joint roadmap for the Education 2030 Agenda, the Framework for Action
Alice Albright reflects on the newly adopted Education 2030 Framework for Action, designed to achieve inclusive quality education for all.
November 05, 2015 by Alice Albright, Global Partnership for Education
7 minutes read
UNESCO Education 2030

This week in Paris, the international education community adopted the Education 2030 Framework for Action, the foundation that will anchor global efforts to achieve Sustainable Development Goal 4 (SDG 4).  This marked the end of a crucial process that began many months ago with national, regional and global consultations, leading to the commitment made in Incheon to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Incheon Declaration).

I was pleased to join global leaders, including ministers of education and representatives from civil society, private sector and private foundations, and teachers, convened by UNESCO to consider and approve a comprehensive plan, the Education 2030 Framework for Action, designed to achieve inclusive quality education for all.

Now it is time to put this new framework into action. The Global Partnership for Education stands ready to contribute to and support the work ahead. We welcome the call for GPE to participate in the global coordination mechanism and become an implementing partner of the Education 2030 agenda.

Key highlights of the Framework for Action

The Framework for Action is the roadmap to lead the international community and national governments in their efforts to achieve SDG 4 over the next 15 years. It guides all actors working at country, regional, and global level to work in synergy towards a common goal. And it provides a set of indicative strategies- ‘different recipes’- to support the achievement of targets to be adapted by each country.

Specifically, the Framework:

  • sets out a universal agenda and provides recommendations for strengthening policies and education systems.
  • puts a strong emphasis on equity and inclusion and developing strategies to reaching the most vulnerable and marginalized.
  • highlights the importance of gender equality, ensuring that girls and boys, women and men should have the same opportunities to access quality education.
  • moves beyond access to education to focus also on the quality of education and the central role that teachers and adequate education facilities play in this respect.
  • underscores the importance of developing strategies to address education in emergencies.

Member states will be the main custodians and drivers of the Framework for Action, as we work jointly to address the challenges of supporting learning, equity and children in the most difficult situations. The Framework for Action promotes key principles of country leadership and partnership.

The business model of the Global Partnership is designed around these principles. GPE is putting them into practice in 61 developing countries. By developing more effective and sustainable education systems, GPE is helping to improve the return on education investments overall.

A robust global coordination mechanism

Alice Albright, GPE CEO, at the UNESCO meeting in Paris

Alice Albright, GPE CEO, at the UNESCO meeting in Paris

Photo Credit: GPE/Claire Horton

The Education 2030 Agenda will require strong global coordination and engagement of implementing partners such as the Global Partnership if it is to succeed.  

As noted in the Framework for Action, the Global Partnership will serve on the Steering Committee and provide guidance on priorities and actions for the successful achievement of the agenda. In addition to the Steering Committee, the Global Education Meetings, regional meetings, and the UNESCO-led Collective Consultation of NGOs on Education for All will constitute the global coordination mechanism of the Education 2030 Agenda.

As stated in the Framework:

"The World Education Forum 2015 co-convenors, in particular UNESCO, as well as other partners, including GPE as a multi-stakeholder financing platform, will individually and collectively support countries in implementing Education 2030 by providing technical advice, national and regional capacity development and financial support, as well as support for monitoring, based on their respective mandates and comparative advantages, in complementary ways.”(Paragraph 91, page 26)”

Addressing the education financing gap

A more ambitious and comprehensive education agenda will not be met unless governments provide increased and equitable domestic financing to implement it. Even though domestic financing will be the primary funding source, additional external financing will still be needed to address the $39 billion annual financing gap to provide quality pre-primary, primary, and secondary education to all children in low and lower-middle income countries by 2030.

Scaling up and strengthening multi-stakeholder financing mechanisms, such as the Global Partnership, will also be crucial to achieve inclusive quality education for all. This was officially recognized and documented at the July 2015 Financing for Development Conference in Ethiopia. This global recognition is reaffirmed in the Framework for Action:

“Investment and international cooperation will be scaled up to allow all children to complete free, equitable, inclusive, quality early childhood, primary and secondary education, including by scaling up and strengthening multi-stakeholder initiatives such as the GPE.” (Paragraph 107, page 31)

The Global Partnership stands ready to bring together donors, developing country governments, international organizations, civil society, teacher organizations, the private sector, and foundations to galvanize global and national support to fulfill every child’s right to education.

It is now time for action, for the global community to support national leadership, and to reinforce our collective commitments to respond to the urgent need to provide education for all. 

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The African Storybook, based in Johannesburg, supports this effort and creates openly licensed, digital, illustrated children's storybooks in dozens of African languages for early reading practice and enjoyment. We look forward to providing large numbers of high quality storybooks in an ever increasing number of languages by partnering with members of this global effort.

I am pleased to see that the framework is focusing on the quality of education and has recognized that quality teachers are the key to improving the quality of education worldwide. The teacher is the most important variable in the sustainable development in education.

Great Planning. Looking foward to the GPE's plan of action.

I am an educator -Curriculum Coordinator in Trinidad and Tobago and am looking to see how i can work in the implementation.
Hollis Sankar

Considering the natural needs for this robust coordination mechanism I need to ask the following:
Will the culture of each sub region be addressed or considered in the planning of programs?
Will there be space for civil society organisations that operate above and beyond the normal curriculum to address societal needs for all levels of education be considered when planning or implementing the objectives of the action plan?
Will there be sub regional bodies to address the needs of such sub regions or will we continue with dominance from metropolitan countries?

In reply to by Gale Mohammed-Oxley

Those are all great questions! The Framework for Action is a result of a broad, collaborative consultation and addresses many of your points. There will be opportunities for regional mechanism to be involved in the coordination mechanism. Education 2030 Framework states that it will rely on “national, regional and global mechanisms for governance, accountability, coordination, monitoring, follow-up and review, reporting and evaluation” of the agenda (paragraph 77). Civil society organizations are expected to have a crucial role and be closely involved in all stages of the implementation of the Framework (paragraph 80). Furthermore, regional organizations and non-governmental organizations will be represented in the Education 2030 Steering Committee that will provide recommendations for the successful achievement of the agenda (paragraph 94).

In reply to by GPE Secretariat

This is comforting news as there need to be a dual effort on both government and civil society to the mechanisms involved. There are many CSOs that are involved in Education. What methods will be used in selection of these organisations since these organisations may have affiliation to political parties that they may be monitoring, evaluating, etc.
On another note, will those organisations who are implementing be also involved in monitoring and evaluating or will there be different organisations that will be involved since both Government and Civil Society are to be monitored, evaluated. etc.
Looking forward to the implementation of this exciting activity. Maybe it is time we get somewhere with these mechanisms, provided they are truly authentic and address the sub regional needs rather than a one size fit all.

I believe that the Inter American Teacher Education Network will be an excellent contributor to teacher professional development re the framework. It is tried and tested and is working in many Caribbean and Latin American countries e.g. Guatemala and Peru.

I am fascinated by this laudable initiative that GPE is currently fronting. However, as a student from the West Africa region (Nigeria specifically), I did like to know what roles will African students in Tertiary Institutions play in the implementation of Education for All 2030 Agenda?

I run an NGO called SONBOLA that provides education support for Syrian refugee children in Lebanon with special focus on quality and sustainability.
I am very critical of the "Emergency" education approach that has been implemented until very recently to address the educational crisis of Syrian children while the Syrian humanitarian crisis goes back to almost 5 years now with no prospect to end anytime soon. More than ever, and especially at time of despair and war, both scale and quality education proved to be vital in order to retain children in school and ensure that they-re-connect with learnig, acquire hope and dream again and the confidence that education can save their future. While "Emergency" education focused on basic literacy and numeracy with no quality control or certification...the 2030 Framerwork, addresses the vital importance of inclusive, and quality education for all.

My question: SInce the 2030 Framerwork addresses inclusive and quality education for all, why does it mention "education in emergencies" in a separate context? Where does "refugee education" fall in this case? Would "refugee education" remain under "Emergency" education or is it an integral part of the inclusive and quality education framework?

We, all "educators", are spending our whole life for the benefit of our children in the world but unfortunately what's going in the whole world(political situations) deepen our worries about their future since you are talking about the education in 2030.

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