Education 2030

The purpose of these Guidelines and Toolkit is to describe the different operational tools developed to help education stakeholders systematically collect and analyse the efforts put in place to ensure the right to education. These efforts should be central to every educational planning or programming document. The resulting analysis should also bring to light different and challenging policy gaps in education.

'RTE welcomes the Tashkent Declaration’s call for an enhanced legal framework and increased public expenditure for ECCE' was written by RTE following the adoption of the ‘Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education at the UNESCO World Conference on Early Childhood Care and Education. 

UNESCO  and  partners  held  a  side  meeting during  the  Transforming  Education  Pre-Summit,  at  UNESCO  Headquarters entitled ‘Transforming  education:  the  need  to  expand  the  international  legal  framework’.  The  report presents the main issues raised and  suggested  areas requiring  further  protection  in  the  international  legal framework on the right to education. 

Quality education is fundamental to sustainable development. Education is the one of the most powerful tools by which people can lift themselves out of poverty and fully participate in their communities. SDG 4 sets specific targets to address the challenges of achieving quality education universally, and provides a comprehensive framework to reaching inclusive and equitable quality education for all. Beyond enrolment rates, SDG 4 puts a welcomed emphasis on quality education and learning outcomes. This Guide takes a deep dive into how the law can play a large role in achieving SDG 4.

Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation.

The efficient design and delivery of early childhood policies and services are critical to ensuring long-term learning opportunities and improved learning, behaviour, employment, and health outcomes amongst individuals. Research in neuroscience, developmental psychology and cognitive science has revealed that quality early childhood education, supportive communities and a positive family environment serve as important building blocks to promote healthy development amongst infants and toddlers.

In recent decades, governments have made considerable efforts to provide education for all. However, a large gap remains between international commitments, such as the Sustainable Development Goal 4, and the actual achievement of equitable quality education for all. As a result, certain actors often critique public education as ineffective and inefficient, and thus incapable of addressing this issue. They argue for privatisation as a solution, deeming private providers as more innovative and effective than public ones.