Education International Research
The risk of focusing too much on learning outcomes is that it undermines the comprehensive, broad scope of the SDG 4 agenda. The use of globally comparable learning metrics can potentially narrow the concept of quality education, encourage quick-fix policy solutions to drive test scores up, and marginalise subjects that are difficult to assess, such as education for sustainable development and climate action. Recommendations for governments: -
Fund better data as a public good, including disaggregated education data to shine a light on education inequalities
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Make national statistical systems more transparent and democratic, and acknowledge data collected by civil society, academia and unions
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Engage with and use the data drawn from student assessments wisely, refraining from overassessing students, sidelining subjects that are difficult to assess or resorting to reactionary policymaking based on test scores
Recommendations for the UIS (SDG 4 data coordinator): -
Take urgent steps to secure funding for and make progress toward developing robust methodologies for the indicators of neglected areas of the agenda, in particular 4.7 and 4.c
Conclusions Education is a public responsibility and in order to achieve the SDGs, governments must assume this responsibility. The SDGs require political will to guarantee a sufficient and sustainable source of public funding. We cannot rely on aid, charities, so-called “innovative” solutions or the private sector. If we believe that all children, regardless of their background or circumstances, regardless of the community, country or continent in which they live, have a right to quality education, governments and the international community must increase and sustain their investment in strong public education systems. To achieve the SDGs by 2030, solid and effective coordination mechanisms need to be in place both nationally and internationally. Four years after governments first committed to the SDGs, some countries have yet to even take the first steps to create national plans for implementing SDG 4 or ensure mechanisms are in place to monitor the goal. Internationally, numerous actors are spearheading progress in different areas of the SDG 4 agenda, but these efforts are not always aligned with the principles of the full 2030 Agenda. International actors must ensure that their interventions promote the full scope of the SDGs. GRO.EI-IE
Key recommendations for governments: 1. Prioritise education in domestic budgets. Allocate at least 20% of government expenditure and at least 6% of GDP to education. Increase the total public budget by combating tax avoidance, tax evasion and corruption.
0302 NOITA CUDE
2. Donor countries should honour their commitment to allocate at least 0.7% of GNI to foreign aid. The aid allocation to the education sector should be increased to 15% of ODA and prioritised, as education enables the achievement of all other SDGs. 3. Reject so-called “innovative” financing mechanisms for education that undermine the Education 2030 Agenda and countries’ sovereignty. 4. Ensure the goal is mainstreamed nationally through the establishment of a coordination mechanism, enhanced visibility of SDG 4 and alignment with national policies.
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