GAWE 2015 | Education for All
Voor iedereen die betrokken is bij onderwijs, is 2015 een cruciaal jaar: dit jaar wordt de stand opgemaakt van 15 jaar werken aan Education for All en de Millenniumdoelen op Onderwijs. Wat is er in de afgelopen jaren bereikt en waar stokt de vooruitgang? Wat hebben we van onze inspanningen geleerd? Ook worden dit jaar de nieuwe afspraken gemaakt voor de komende 15 jaar.
2015 Is a crucial year for everyone worldwide working with education. In the year 2000, world leaders promised that this year all children, young people and adults would enjoy their right to quality education. These promises are laid down in the UN Millennium Development Goals and in the Education for All goals. 2015 Not only marks the deadline for the achievement of these goals, but is also the year in which new international agreements will be made.
As governments prepare to make this new set of promises, it is critical that civil society holds politicians accountable for the progress and failings of the last 15 years, demands that these promises are honoured, and has a say in what is being promised to make the right to education a reality by 2030.
2015 provides us all with a unique opportunity to make a difference for decades to come, and the Global Campaign for Education is committed to making the most of it. This is why we are asking politicians, representing their citizens at the World Education Forum in May and the UN General Assembly in September, to Vote for Education.
Education for All 2000-2030 – Achievements and Challenges for North and South
GCE-NL verzorgt de presentatie van het Education for All Global Monitoring Report 2015, dat de balans opmaakt van 15 jaar inzet op Education for All. Wat heeft Nederland bijgedragen? En wat kunnen we in de toekomst doen, als de nieuwe afspraken die de de Verenigde Naties in 2015 vastleggen, ook voor Nederland zullen gelden? Wat kunnen onderwijsexperts uit Noord en Zuid van elkaar leren?
» Lees meer over de bijeenkomst
EFA Global Monitoring Report 2015
The 2015 Report provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda.
Magazine Eerst naar School!
In dit speciale magazine brengt GCE-NL een overzicht van vijftien jaar onderwijshulp vanuit Nederland. Het accent ligt vooral op de enorme vooruitgang die er de afgelopen 15 jaar is geboekt bij het realiseren van de EFA-doelen en de belangrijke rol die Nederland daarin heeft gespeeld. Het magazine geeft voorbeelden van de variatie aan onderwijshulp uit Nederland: zowel door overheid, als door ontwikkelingsorganisaties, particuliere initiatieven en andere partijen. Ook maakt het duidelijk welke nationale en internationale inspanningen nodig zijn om ervoor te zorgen dat ook de meest achtergestelde groepen in de armste landen toegang krijgen tot onderwijs van goede kwaliteit.
Waar de GCE zich in 2015 sterk voor maakt
Over de hele wereld zetten nationale GCE-coalities zich in om overheden aan de internationale afspraken te houden. Soms in goed gezamenlijk overleg, soms door petities en politieke lobby, soms met gedegen rapporten, soms met vrolijke publieksacties. Veel acties spitsen zich toe op de wereldwijde actieweek, de Global Action Week for Education (GAWE) in april. Maar ook in de rest van het jaar werkt de GCE-beweging aan het thema van 2015.
Our vision for quality education beyond 2015: ...
- Free, universal, quality education for every child throughout primary and secondary levels
- Free, universal access to early childhood care and education
- Every learner having a professional, well-trained, qualified and motivated teacher
- Education that is equitable and inclusive, eradicating gaps in access or achievement based on poverty, gender, disability, ethnicity, language or any other source of discrimination
- Universal youth and adult literacy
- All youth and adults have access to skills for life and decent work through TVET, formal and non-formal education and training
- Safe, secure and inclusive learning environments for all
- Full, broad curricula that enable the development of the individual, including human rights education and education for global citizenship and sustainable development
Governments should uphold existing EFA and MDG promises: ...
By the end of 2015, individual governments make specific commitments on financing and policy (in line with national demands) that seek to fill some of the gaps left in the unfinished EFA and MDG agendas.
The GCE movement aims to use the opportunities offered by 2015 to ensure that governments: ...
- Individually commit to and take policy and financing action to meet the unfulfilled promises of 2000: the EFA goals and education MDGs;
- Collectively commit to a post-2015 framework and architecture that will bring the world closer to realising the right to education by 2030; and
- Recognise the role of civil society in delivering EFA since 2000 and commit to ensuring citizen participation in developing and monitoring the post-2015 framework.
Governments should commit to citizen participation, and put in place the other structures and financing needed to deliver their promises: ...
- The implementation architecture includes clear commitments to and structures for citizen participation in monitoring and evaluation of progress towards the 2030 goals, consistent with GCE demands.
- The post-2015 EFA framework includes a participatory governance structure building on the EFA Steering Committee, and reinforced monitoring mechanisms building on the EFA Global Monitoring Report.
- The framework is accompanied by financing commitments. The EFA framework includes commitments to spend at least 20% of national budgets, and the equivalent of at least 6% of GDP, on education and at least half of this on basic education, and 10% of Official Development Assistance (ODA) on basic education.
- Member states begin planning for implementation of the framework – including mechanisms of tracking progress (especially in terms of impact on marginalised groups), making concrete and equitable financing allocations, and putting in place other essential elements for achieving the goals set out.
Governments should make ambitious and rights-based promises on education for the future: ...
- UNESCO Member States gathered at the World Education Conference in the Republic of Korea in May 2015 agree to adopt a revitalised and strengthened Education for All framework for the 2015-2030 period.
- Member states gathered at the UN General Assembly in New York in September 2015 adopt a set of post-2015 Sustainable Development Goals which include a standalone goal on education.
- Both the post-2015 education goal and targets are broad and rights-based.
- Indicators for post-2015 education goals and targets are aligned to a broad and rights-based conception of education, do not narrow the scope of the goals and targets, and contribute to the achievement of the education goals in full.