Participants at the International Symposium on Education Policies, hosted by the UN Educational, Scientific and Cultural Organization (UNESCO), discussed implementing Sustainable Development Goal (SDG) 4 (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all), including how countries can align their policies with the Education 2030 Framework for Action and the 2030 Agenda for Sustainable Development.
26 January 2016: Participants at the International Symposium on Education Policies, hosted by the UN Educational, Scientific and Cultural Organization (UNESCO), discussed implementing Sustainable Development Goal (SDG) 4 (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all), including how countries can align their policies with the Education 2030 Framework for Action and the 2030 Agenda for Sustainable Development.
The symposium took place in Paris, France, from 18-20 January 2016, bringing together over 150 participants from more than 100 countries.
Qian Tang, UNESCO, expressed the Organization’s interest in working with member States to make the targets achievable. He also highlighted the timing of the event, during “the first month of the first year of implementation of the new Agenda,” as a sign of UNESCO’s commitment. UNESCO coordinates the education targets in ‘Education 2030: Incheon Declaration and Framework for Action.’
Participants identified and discussed key roles for UNESCO in promoting the design and implementation of education policies: capacity development and technical support to countries, particularly developing countries; production and sharing of knowledge and best practices; promotion of international and regional cooperation; and development of normative tools. Participants also: emphasized the role of government authorities at central levels in formulating visions and policies on education systems and steering governance reforms; and recognized emerging challenges and the importance of evolving approaches to address such shifting landscapes.
On school leadership, UNESCO presented its report, ‘Leading better learning: School leadership and quality in the Education 2030 agenda,’ which recommends prioritizing leadership by head teachers and those with an institutional level responsibility in the 2030 Agenda. Participants debated whether to prioritize school leadership in implementing the 2030 Agenda, citing the need to professionalize school leadership and develop coherent policies on school leadership.
On monitoring and evaluation (M&E), UNESCO presented ‘Designing effective monitoring and evaluation of education systems for 2030: A global synthesis of policies and practices,’ which provides country case studies from M&E systems on education from around the world. The report recommends: a system-wide approach to M&E, including detailed recommendations on modalities and implementation; stakeholder engagement; and financing of M&E systems. Participants agreed that M&E systems for the 2030 Agenda should focus on improving teaching and learning.
On governance in education, UNESCO shared ‘Changing dynamics in the governance of education: A comparative analysis of emerging issues and reforms in emerging countries,’ which explores how countries are reforming governance mechanisms and systems in the education sector. [UNESCO Press Release, 26 January 2016] [UNESCO Press Release, 19 January 2016] [Symposium Website] [Publication: Leading Better Learning: School Leadership and Quality in the Education 2030 Agenda] [Publication: Designing Effective Monitoring and Evaluation of Education Systems for 2030: A Global Synthesis of Policies and Practices] [Publication: Changing Dynamics in the Governance of Education: A Comparative Analysis of Emerging Issues and Reforms in Emerging Countries]