These types of key aspects were concluded from your two-day Asia-Pacific regional thematic consultation on education in the post-2015 development agenda (28 February – 1 March 2013, Bangkok) which was organized through UNESCO Bangkok, UNICEF Local Office for East Asia and the Pacific (EAPRO), and UNICEF Regional Office for South Asia (ROSA).
Over 120 representatives from government authorities, non-governmental businesses (international, regional, national and local), universities and academia, teachers’ unions, businesses representing persons with afflictions, and youth businesses from throughout the Asia-Pacific discussed the continuing future of education in the post-2015 development plan in the regional assessment.
This particular regional consultation was performed within the framework of the global process that aims at fostering the broad-based, open and inclusive dialogue with the stakeholders to examine the Millennium Advancement Goals and the Education for All Objectives, to define the actual post-2015 development agenda and to strengthen global commitment towards human development and poverty reduction. The consultation built on 2 regional high-level expert conferences which were organized through UNESCO Bangkok in May 2012 and Nov 2012 around the styles on education for the future and also the post-2015 development plan.
“As 2015 nears, discussions upon the post-2015 development plan are intensifying around the world. These discussions will lead us to a common vision for ‘The World We would like over 2015. ’ In this context, the actual regional consultation is to develop tips for the continuing future of education and learning, particularly from an Asia-Pacific viewpoint, ” UNESCO Bangkok Movie director Mr Gwang-Jo Kim stated, acknowledging the importance of the regional examination.
The regional consultation was organised to develop a group voice with the Asia-Pacific region concerning education priorities for that post-2015 development plan. As an instant result, it contributed to the debate from the global meeting from the thematic consultation upon education which came about in Dakar, Senegal in mid-March 2013. The outcomes and recommendations from the regional consultation will feed into even more discussions within the EL towards developing the probable contours from the post-2015 development plan.
UNICEF INSIEME Regional Education Consultant, Lieke Van Alle de Wiel, also recommended the spirit when the regional examination took place and thanked participants for their active proposal.
“This examination is a most essential opportunity to found a regional perspective upon the future of education and learning, one which may possibly carry forward into world-wide level discussions on the global development plan over 2015, ” Microsoft Van De Wiel stated.
The meeting identified main mail messages as a collective tone of voice from the region upon education for the future in addition to the post-2015 advancement agenda, such as:
♦ Crucial principles/considerations of education for the future
• An upcoming education agenda should be underpinned through the key principles associated with education as a basic human right for each and every people and a public good for any culture, as well as a condition with regard to human fulfillment, ecological development, peace and democracy and a car for global nationality.
• Training beyond 2015 must take into accounts the general context of fast economic development and societal change and the effects of these trends with regard to education and learning.
♦ High quality learning is at the actual centre of plan discourses at national and global quantities
• Relevant and quality learning need to be one of the main constructs for future education and learning policy priorities and advancement plan.
• High quality teachers are central in order to quality learning, right from the early younger years stage and onwards.
• The longer term education agenda must encourage a systems way of quality finding out. Improved learning needs a more holistic attention to sustainable advancement, cultural variety, human rights education and learning, use of neighborhood languages, learning associated with other languages, like international ones, and traditional knowledge. Accountable and global citizenship must become an important theme for education within the post-2015 development plan.
♦ High quality with equity is essential, not a trade-off
• Equitable and inclusive having access to quality learning need to be ensured for anyone (children, kids and adults), by any means levels of education and learning according to country situations and priorities, like early childhood care and education (ECCE), specialized and vocational education and training (TVET) and advanced schooling. Education within the post-2015 agenda should therefore go beyond primary education and learning.
• Sharper focus on equity is necessary to deal with persisting disparities in get and participation in mastering.
♦ There is an increased importance of transversal skills and specialized knowledge
• Training systems must be strengthened to equip teenagers with a brand new set of skills and expertise required to function in the connected and consistently changing planet.
• Training systems for the future should educate learners to be impressive, able to adapt to and assimilate shift and be able to proceed finding out.
• Training for the future needs to go beyond informative achievements and cognitive knowledge to add ‘transversal’, ‘non-cognitive’ or even ‘21st century’ skills expertise.
• The advantages of folks (youth, adults, and especially women and persons using disabilities) to acquire suitable technical and vocational knowledge combined with necessary transverso skills for a respectable life and work in a rapidly transforming world should be totally reflected within the post-2015 development plan.
♦ Life time learning is a essential guiding principle for education and learning
• Life time learning requires the availability of multiple learning paths, multiple entry points and re-entry things at all ages including all educational quantities.
• The potential and innovative use of new technologies through teachers and students to support lifelong and life-wide learning should also be fully utilized.
• Those who missed out conventional schooling and lack base skills such as basic literacy and numeracy need to be given special attention within the post-2015 development plan. While there can be a strong hard work to bring back these kinds of groups back to institution, alternative pathways in order to quality learning need to be supported and known.
♦ Accountable and participatory governance and appropriate legal/budget arrangements are essential
• Accountable and participatory governance is necessary to strengthen clear and accountable education system, to reduce and in the end eliminate crime, malpractice, inequalities in having access to quality learning and also to improve the effectiveness and effectiveness of plan setup.
• Legitimate arrangements and ethical requirements should be established to excercise the commitments associated with governments and enforce their particular implementation when it comes to allocating appropriate budget for education and learning.
As well as the above main messages, participants also made tips for possible scenarios and options on how to best articulate and position education in the post-2015 development plan. Such as:
• Training should feature prominently within the post-2015 development plan given its direct importance to the achievement of the other advancement goals.
• There ought to be an education-specific agenda that ought to be in concurrence with the education goal in the post-2015 advancement plan.
• The post-2015 development agenda upon education should be guided by an overall vision and underlying principles associated with equity, human protection under the law and sustainability. High quality learning for all need to be an overarching, universally suitable goal, with probability of flexible adaptation when it comes to target establishing at national and native quantities.
The detailed outcome document from the regional consultation is accessible right here.
To find out more regarding the regional examination, please visit Training Beyond 2015 upon the UNESCO Bangkok’s webpage or call Margarete Sachs-Israel [m.sachs-israel(at)unesco.org], Group Leader, Education Investigation and Foresight Process, Education Policy and Reform Device.
Written by Margarete Sachs-Israel [m.sachs-israel(at)unesco.org] and Kar Hung Antony W tamtym miejscu [kh.tam(at)unesco.org].