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Target 4.B: Scholarships - By 2020, substantially expand globally the number of scholarships
available to developing countries, in particular least developed countries, small island
developing States and African countries, for enrolment in higher education, including
vocational training and information and communications technology, technical, engineering
and scientific programmes, in developed countries and other developing countries
Target 4.C: Teachers - By 2030, substantially increase the supply of qualified teachers,
including through international cooperation for teacher training in developing countries,
especially least developed countries and small island developing states
Quality education is also central to achieving SDG 3 (Ensure healthy lives and promote well-
being for all at all ages) and SDG 5 (Achieve gender equality and empower all women and
girls).
The latest GMR of UNESCO proposes an accountability-focused framework to deliver quality
education.
Accountability is defined as “a process aimed at helping individuals or institutions meet their
responsibilities and reach their goals” with three key elements: (a) Clearly defined
responsibilities; (b) Obligation to provide an account of how responsibilities have been met; (c)
Legal, political, social or moral justification for the obligation to account. The delivery of
equitable quality education is described as a shared responsibility whereby different
stakeholders -- governments, schools, teachers, parents, students, international organizations
and the private sector – work together and depend on each other. The success of the
accountability approach hinges on an enabling environment, which is defined in terms of four
characteristics:
 Information - Provisions of transparent information and relevant data relating to
responsibilities of different actors.
 Resources - Access to necessary financial resources
 Capacity - the necessary administrative and institutional capacity to meet respective
responsibilities.
 Motivation -- confidence in the governance process, as well as the political commitment
and will
While any single actor is not responsible, accountability starts with government. Accounting for
system-wide problems such as teacher absenteeism in government schools in the primary and
secondary sector is critical. This is also a key reason for the poor returns to public spending in
education. Lack of accountability among teachers in low-income countries creates a bigger
challenge given the limited public budget and insufficient provision of infrastructure and human
resources (e.g. teachers). Investments in health and education infrastructure in low income
countries largely depend on donor funding. In spite of some increase in public education
spending during the decade, education expenditures as a percentage of GDP is still low by
international standards (World Bank 2016). The lack of accountability disproportionately
affects children in poor countries and communities. Globally children’s access to quality services
still depends on the economic and social circumstances into which they are born. This implies
that educational opportunities are not equal, particularly in low-income countries. The quality
and coverage of educational services remains an important source of income inequality.
Therefore holding school authorities and teachers accountable is necessary to deliver inclusive
quality education.