Sustainable Development Goal 4 Cheat-sheet - References Education in Crisis Contexts in SDG 4 Policy Documents, Lecture notes of Sustainable Development

Download Sustainable Development Goal 4 Cheat-sheet - References Education in Crisis Contexts in SDG 4 Policy Documents and more Lecture notes Sustainable Development in PDF only on Docsity! 1     Sustainable  Development  Goal  4   Cheat-­‐sheet  -­‐  References  Education  in  Crisis  Contexts  in  SDG  4  Policy  Documents     There  are  two  key  policy  documents  associated  with  Sustainable  Development  Goal  4:   • Incheon  Declaration,  which  is  a  policy/political  commitment  document  for  SDG  4     • Education  2030:  Framework  for  Action,  which  provides  guidance  for  implementing  the  Education  2030  agenda.  The  Framework  provides  an  outline   of  guiding  principles  and  approaches,  as  well  as  indicative  strategies  for  each  of  the  seven  Targets  and  three  Means  of  Implementation  for  Goal  4.       While  both  documents  contain  much  content  that  is  relevant  to  education  in  conflict  and  crisis  settings,  the  chart  below  highlights  some  of  the  explicit   references  that  can  be  used  to  advocate  for  education  in  conflict  and  crisis  contexts.     Education  2030:  Incheon  Declaration     Paragraph  11   Political   commitment  to   education  in   conflict  and   crisis,  and  for   refugees   11.  Furthermore,  we  note  with  serious  concern  that,  today,  a  large  proportion  of  the  world’s  out-­‐of-­‐school  population  lives  in   conflict-­‐affected  areas,  and  that  crises,  violence  and  attacks  on  education  institutions,  natural  disasters  and  pandemics  continue   to  disrupt  education  and  development  globally.  We  commit  to  developing  more  inclusive,  responsive  and  resilient  education   systems  to  meet  the  needs  of  children,  youth  and  adults  in  these  contexts,  including  internally  displaced  persons  and  refugees.   We  highlight  the  need  for  education  to  be  delivered  in  safe,  supportive  and  secure  learning  environments  free  from  violence.  We   recommend  a  sufficient  crisis  response,  from  emergency  response  through  to  recovery  and  rebuilding;  better  coordinated   national,  regional  and  global  responses;  and  capacity  development  for  comprehensive  risk  reduction  and  mitigation  to  ensure   that  education  is  maintained  during  situations  of  conflict,  emergency,  post-­‐conflict  and  early  recovery.   Education  2030:  Framework  for  Action:  Towards  Inclusive  and  Equitable  Quality  Education  and  Lifelong  Learning  for  All   Paragraph  5   Inclusion  and   equity  -­‐  list  of   marginalized   groups     5.  The  new  education  agenda’s  focus  on  inclusion  and  equity  –  giving  everyone  an  equal  opportunity,  and  leaving  no  one  behind  –   signals  another  lesson:  the  need  for  increased  efforts  especially  aimed  at  reaching  those  marginalized  or  in  vulnerable  situations.   All  people,  irrespective  of  sex,  age,  race,  colour,  ethnicity,  language,  religion,  political  or  other  opinion,  national  or  social  origin,   property  or  birth,  as  well  as  persons  with  disabilities,  migrants,  indigenous  peoples,  and  children  and  youth,  especially  those  in   vulnerable  situations  or  other  status4,  should  have  access  to  inclusive,  equitable  quality  education  and  lifelong  learning   opportunities.   Paragraph  9   Importance  of   education  in   emergencies   9.  Unlocking  education’s  power  for  all  will  require  creating  more  opportunity  everywhere,  but  especially  in  countries  and  regions   in  conflict.  Many  of  the  largest  education  gaps  are  found  in  conflict  and  emergency  situations.  It  is,  therefore,  critical  to  develop   education  systems  that  are  more  resilient  and  responsive  in  the  face  of  conflict,  social  unrest  and  natural  hazards  –  and  to   ensure  that  education  is  maintained  during  emergency,  conflict  and  post-­‐conflict  situations.  Better  education  is  also  central  to   2     preventing  and  mitigating  conflicts  and  crises  and  to  promoting  peace.   Paragraph  10   International   instruments  and   agreements   10.  The  principles  informing  this  Framework  are  drawn  from  international  instruments  and  agreements,  including  Article  26  of  the   Universal  Declaration  of  Human  Rights  [viii],  the  Convention  against  Discrimination  in  Education  [ix],  the  Convention  on  the  Rights   of  the  Child  [x],  the  International  Covenant  on  Economic,  Social  and  Cultural  Rights  [xi],  the  UN  Convention  on  the  Rights  of   Persons  with  Disabilities  [xii],  the  Convention  on  the  Elimination  of  All  Forms  of  Discrimination  against  Women  [xiii],  the  Convention   relating  to  the  Status  of  Refugees  [xiv]  and  the  UN  General  Assembly  Resolution  on  the  Right  to  Education  in  Emergency  Situations   [xv].   Paragraphs  25-­‐27   Addressing   Education  in   Emergencies  is  a   Strategic   Approach  for   SDG  4   Addressing  education  in  emergency  situations     25.  Natural  disasters,  pandemics  and  conflicts,  and  the  resulting  internal  and  cross-­‐border  displacement,  can  leave  entire   generations  traumatized,  uneducated  and  unprepared  to  contribute  to  the  social  and  economic  recovery  of  their  country  or   region.  Crisis  is  a  major  barrier  to  access  to  education,  stalling  and  in  some  cases  reversing  progress  towards  the  EFA  goals  in  the   last  decade.  Education  in  emergency  contexts  is  immediately  protective,  providing  life-­‐saving  knowledge  and  skills  and   psychosocial  support  to  those  affected  by  crisis.  Education  also  equips  children,  youth  and  adults  for  a  sustainable  future,  with   the  skills  to  prevent  disaster,  conflict  and  disease.       26.  Countries  must,  therefore,  institute  measures  to  develop  inclusive,  responsive  and  resilient  education  systems  to  meet  the   needs  of  children,  youth  and  adults  in  crisis  contexts,  including  internally  displaced  persons  and  refugees.  The  principles  of   prevention,  preparedness  and  response,  and  established  international  guidelines  such  as  the  Inter-­‐Agency  Network  for  Education   in  Emergencies  (INEE)  Minimum  Standards,  should  guide  planning  and  response.  Education  sector  plans  and  policies  should   anticipate  risks  and  include  measures  to  respond  to  the  educational  needs  of  children  and  adults  in  crisis  situations;  they  should   also  promote  safety,  resilience  and  social  cohesion,  with  the  aim  of  reducing  the  risks  of  conflict  and  natural  disaster.  The  capacity   of  governments  and  civil  society  for  disaster  risk  reduction,  peace  education,  climate  change  adaptation  and  emergency   preparedness  and  response  should  be  strengthened  at  all  levels  to  ensure  that  risk  is  mitigated  and  education  maintained  during   all  phases,  from  emergency  response  to  recovery.  Well-­‐coordinated  national,  regional  and  global  responses  and  systems  are   needed  to  prepare  for  and  respond  to  emergencies  and  to  ‘build  back’  better,  towards  safer  and  more  equitable  education   systems.       27.  Stakeholders  should  make  every  effort  to  ensure  that  education  institutions  are  protected  as  zones  of  peace,  free  from   violence,  including  school-­‐related  gender-­‐based  violence.  Special  measures  should  be  put  in  place  to  protect  women  and  girls  in   conflict  zones.  Schools  and  educational  institutions  –  and  the  routes  to  and  from  them  –  must  be  free  from  attack,  forced   recruitment,  kidnapping  and  sexual  violence.  Actions  must  be  taken  to  end  impunity  for  persons  and  armed  groups  that  attack   education  institutions.