Education International Research
How is EI involved in SDG monitoring and coordination processes? The SDG-2030 Steering Committee EI is a member of the global multi-stakeholder coordination mechanism for Education under the 2030 Agenda. Hosted by UNESCO, the SDG-Education 2030 Steering Committee provides strategic guidance to member states and the international community for the realisation of the SDG targets and commitments. EI provides input to the committee, seeking to ensure that its recommendations prioritise equity, teachers, the broad scope of the SDG agenda, a rights-based approach to education, and the importance of strong public education systems. The Technical Cooperation Group (TCG) The TCG is a global platform hosted by the UIS and made up of 38 member states and other partners who discuss SDG indicators and strategies to build member states’ capacity to statistically monitor progress on the 2030 Agenda. EI sits on Working Group 1, which discusses and puts forward recommendations for SDG 4’s global and thematic indicators. EI seeks to ensure that the chosen indicators adequately correspond to the goal of the targets. EI has played a crucial role in calls to reform the TCG to make it more participatory and democratic, ensuring that the voices of statistical experts from across the world truly drive the decisions made at the TCG. The Global Alliance for Monitoring Learning (GAML) GAML is a multi-stakeholder group hosted by the UIS that aims to build consensus on the strategies for international reporting and measurement of SDG global and thematic indicators related to learning. EI sits on the taskforces that discuss strategies to monitor Targets 4.1 and 4.7. As part of GAML, EI advocates for SDG monitoring of learning outcomes to support the achievement of quality, holistic education and sovereignty of country priorities. EI also puts forward educators’ concerns that too much focus is placed on standardised assessments within education systems. EI has been instrumental in ensuring the increased participation and involvement of representatives from low-income countries in GAML.
In too many countries, SDG 4 has not been mainstreamed in national policy
GRO.EI-IE
Most educators suggest that SDG 4 has not been adequately prioritised within national education policy in the last four years. Of 30 unions answering the question, 13 responded that SDG 4 had been prioritised a little, whilst two unions responded that in their opinion, SDG 4 had not been prioritised in education policy at all. Six unions reported that it was a high priority within their national education policy.
0302 NOITA CUDE
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