This is a summary on the several proposals ON EDUCATION that have been sent to the SDGs e-Inventory. The aim of this is to help stakeholders become better informed about the wide range of proposals that currently exist for global goals in Education.
In this e-Inventory, from the 23 organizations that participated with their Post-2015 proposals we found that less than half reference on adult education, non-formal education and LLL (10).
Beside ICAE intervention the following organizations made references:
ITUC; Basic Education Coalition BEC; Commonwealth Ministerial Working Group; Global coalition represented by UK Environmental Association for Universities and Colleges; GADN; Centre for International Governance Indicators (CIGI) and the Korea Development Institute (KDI); Leadership Council of the Sustainable Development Solutions Network (SDSN); High Level Panel of Eminent Persons; Citizen’s Forum on Sustainable Development; International Movement ATD Fourth World; )
When referring to Education the main focus has been children and youth primary, secondary education and vocational training. Few refer to post-secondary education and to teacher training
Below the summary of the revised participation in the EDUCATION SECTOR the SDGs e-Inventory
Hope this has been useful for all of you
You many look to the whole proposals by linking to http://www.sdgseinventory.org/searchresults.php?&page=3
The SDGs e-Inventory is coordinated by: Stakeholders Forum For Sustainable Future and supported by German Council for Sustainable Development
Partners are: Beyond 2015, GCAP, ASIA-EUROPE FOUNDATION, ANPED,NRDC,CIVICUS, REPAOC, IFE, ISSC, VITAE CIVILIS, WFUNA, IBON, Green Economy Coalitions.
Contact: Jack Cornforth: email@example.com
International Council for Adult Education – ICAE
LIFELONG LEARNING AND EDUCATION AS A RIGHT IN THE POST-2015 AGENDA
Proposal: LIFELONG LEARNING AND EDUCATION AS A RIGHT IN THE POST-2015 AGENDA
1. Education is a fundamental human right and essential for the survival of humanity. The right to lifelong learning and education should be recognized. We advocate for fair policies that recognize and embody the full development of people’s life. States are obliged to ensure this right for all people equally and without discrimination. The impact of macroeconomic policies and privatisation currently inhibit the achievement of these commitments. The international monitoring and follow-up mechanisms of commitments made at CONFINTEA VI provide an essential contributory framework for the Post-2015 development agenda.
2. Adult Learning and Education (ALE) is crucial to overcome poverty and achieve greater equality, to address the global food, energy, environmental and financial crises, for peace. The silent violence of economic, social and cultural inequality is unacceptable; equal opportunities should be a central concern in the reorientation of youth and adult learning and education, with an emphasis on the education of women.
3. Literacy and lifelong learning are essential elements in achieving the current Millennium Development Goals (MDGs) and their enforcement should be coordinated through intersectoral actions and policies. Without the active and creative participation of people, such goals will never be achieved. Adult Learning and Education, including literacy, must be clearly prioritized in international frameworks and national government policies. States and international agencies must demonstrate a clear political will and increase their resource allocation to ALE, commit to the qualified training of teachers in this area and ensure appropriate working conditions.
4. It is essential to promote educational approaches that link education to transformation for social, economic, cultural and environmental justice. In this way, Community and Popular Education, through its methodology, its vision of citizenship, of coordination of learning with the environment, have given vitality to literacy, to ALE, to education linked to life and other kind of development with a sustainable and intercultural perspective.
5. Interculturalism, equality, gender equity, the link between citizenship and democracy, care and harmony with nature, the elimination of all forms of discrimination, the promotion of justice and the building of a culture of peace and non-violent resolution of conflicts must be promoted.
6. Investment in education needs to include support for non-formal and informal education. With 9 in 10 adults in sub-Saharan Africa and in India working in the informal economy we need vocational skills for enhancing and enriching lives outside the waged economy as well as vocational education and training within it.
ICAE believes that the post 2015 principles paper, properly amended should be followed by ACTION to secure the legal and policy frameworks, governance structures and mechanisms, as well as clear and appropriate international monitoring and follow-up mechanisms of the commitments made to ensure the right to Education for all people, including young people and adults.