learning at the primary level meant that many entrants to the secondary education cycle didn’t

acquire the basic competencies to cope with secondary school curriculum.

Over the past decades, the UN agencies such as the UNESCO and UNICEF, together with other

multilateral bodies such as theWorld Bank, have played a key role in drawing attention to global

education challenges and developing common frameworks to guide national policy planning and

formulation as well as setting goals and targets to monitor progress. These along with various

bilateral government agencies (e.g. DFID, USAID) and international non-government

organizations (INGOs) have also contributed in terms of providing technical assistance and

external aid to various OIC and non-OIC member states. In conflict affected countries, these

supports are often motivated by humanitarian concerns.

This long-term collaboration among international and national stakeholders culminated in the

World Education Forum 2015. Held in Incheon, Republic of Korea and organized by UNESCO

together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR, the event was

attended by senior education officials, officials of multilateral and bilateral organizations, and

representatives of civil society from 160 countries (UNESCO 2015). The Forum adopted the

Incheon Declaration for Education 2030, which put together a road map and a new vision for

educational development worldwide for the next fifteen years – “Towards 2030”. This coincided

with the United Nations’ Sustainable Development Goals (SDGs) which aim to ensure inclusive,

equitable, good-quality education and lifelong learning for all by 2030.

Table 1.1

belowpresents

the SDGs targets specific to the delivery of quality education for all by 2030.

Table 1.1: SDG 4 Targets

Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality

primary and secondary education leading to relevant and Goal-4 effective learning outcomes

Target 4.2: Early childhood - By 2030, ensure that all girls and boys have access to quality

early childhood development, care and preprimary education so that they are ready for

primary education

Target 4.3: Technical, Vocational education - By 2030, ensure equal access for all women and

men to affordable and quality technical, vocational and tertiary education, including

university

Target 4.4: skills for work - By 2030, substantially increase the number of youth and adults

who have relevant skills, including technical and vocational skills, for employment, decent

jobs and entrepreneurship

Target 4.5: Equity - By 2030, eliminate gender disparities in education and ensure equal

access to all levels of education and vocational training for the vulnerable, including persons

with disabilities, indigenous peoples and children in vulnerable situations

Target 4.6: Literacy and Numeracy - By 2030, ensure that all youth and a substantial

proportion of adults, both men and women, achieve literacy and numeracy

Target 4.7: Sustainable development - By 2030, ensure that all learners acquire the

knowledge and skills needed to promote sustainable development, including, among others,

through education for sustainable development and sustainable lifestyles, human rights,

gender equality, promotion of a culture of peace and non-violence, global citizenship and

appreciation of cultural diversity and of culture’s contribution to sustainable development

Target 4.A: Education facilities and learning environment - Build and upgrade education

facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive

and effective learning environments for all