2016 Session of the Economics & Social Council
United Nations Educational, Scientific, and Cultural Organization 

Agenda Item One: 2030 Sustainable Development Goals: Ensuring inclusive and quality education for all and promoting lifelong learning

Press Release E/PRES/2016/1
UNESCO Scenario – Unrest in Burundi

 Since its establishment in 1945, UNESCO has had a variety of goals, varying from the eradication of poverty to sustainable development. Education has been used as a key tool in achieving these goals as it is recognised as vital for unlocking successful human, social, and economic development. While the progress from 1990 is substantial (from 52% enrolment into primary education in Sub-Saharan Africa to today’s 80%) millions still remain unable to access this public good. According to a UNDP report in 2015,  “Large disparities remain in primary school enrolment, and the poorest and most disadvantaged children bear the heaviest burden”.
 
In 2015, the international community (represented by intergovernmental bodies such as the UN, through civil society, the private sector and youth worldwide) met in Incheon, South Korea to produce the Incheon Declaration. The Declaration, however, is seen to be problematic due to its ambiguity. The implementation process of achieving quality education is left to national interpretation, as it is of paramount importance that no single vision of education is forced globally.  An autocracy, for example, can implement a strict educational regime and thus succeed in increasing attendance, length of enrolment, and attainment, but at the same time create false or otherwise government constructed information that will not prepare its labour force for international success. The other issue is that differing teaching styles may lead to some of the methods use not being efficient in diffusing knowledge, as well as diverse curriculums not providing individuals with the same set of skills needed in a globalised world. It will be difficult for a Ghanaian woman to find work in Thailand if the curriculums of the two countries have produces such distinctions in the skill-sets acquired by their citizens.
The issue that therefore needs to be addressed is the creation of an improved Incheon agreement that takes into account the problems that have been raised. The focus of the new agreement will be on primary education as this is an area where there are substantial failures in areas such as Sub-Saharan Africa. It will also be beneficial to examine how to improve the gender balance within primary education and address why there is such disparity and how it can be improved.
 
 The aim of this meeting is to create a legal/policy framework for improving the accountability, transparency, and government participation in the 2030 Sustainable Education goal. There must also be observations to not only what the public sector can contribute to this issue, but also the private sector. Finally, participants must consider how the education agenda can be effectively implemented: undertaking advocacy to maintain political commitment, facilitating and keeping open the dialogue on policies and their implementation, knowledge sharing and standard setting, the monitoring of progress, and a method of coordinating the overall standard of education.
 
Some Introductory Statistics:

Enrolment in primary education in developing countries has reached 91 per cent (2015) but 57 million children [still remain] out of school. More than half of children that have not enrolled in school live in sub-Saharan Africa. An estimated 50 per cent of out-of-school children of primary school age live in conflict-affected areas. 103 million youth worldwide lack basic literacy skills, and more than 60 per cent of them are women. (UNDP 2015, MDG Report)
Article 4 of the Sustainable Development Goals: Education

Adopted Resolution

This resolution is work in progress. Please refer to Working Papers and Draft Resolutions for further information.
Working Paper 1.0