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Education 2030 Incheon Declaration And Framework for action towards inclusive and equitable quality education and lifelong learning for all

WORLD EDUCATION FORUM 2015
2015

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UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.

Towards 2030: a new vision for education

Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the education-related MDGs, and addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.

 

Action and commitments required to implement the agenda are presented.

The little data book on gender 2013

CUI, Liu
et al
2013

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This guide is "a quick reference for users interested in gender statistics. The book presents gender-disaggregated data for more than 200 economies in an easy country-by-country reference on demography, education, health, labor force, political participation and the Millennium Development Goals. The book’s summary pages cover regional and income group aggregates"

Disability issues in East Asia : review and ways forward

TAKAMINE, Yutaka
May 2004

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This paper provides "the World Bank’s East Asia and Pacific region with information and insights necessary for improving a focus on disability in its activities. There are two major parts to this paper. The first part reviews disability related issues in the region by describing (1) the prevalence of disability and related issues; (2) major issues and challenges confronting persons with disabilities; and (3) good practices, innovative approaches, and effective organizations in the region working to meet the needs of persons with disabilities. The second part reviews the Bank’s regional level activities through examining project portfolios and AAA products, as well as through interviews with Sector managers and staff members. Based on this review, the paper recommends ways to include disability issues at the regional and sector levels"

Mali : traditional knowledge and the reduction of maternal and infant mortality

SANOGO, Rokia
GIANI, Sergio
November 2003

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IK Notes report on indigenous knowledge initiatives in Sub-Saharan Africa and occasionally on such initiatives outside the region. It is published by the World Bank Africa region’s Knowledge and Learning Centre as part of an evolving partnership between the World Bank, communities, NGOs, development institutions and multilateral organisations. This edition outlines the high rate of maternal and infant mortality in Mali, despite interventions by the government and donors in the past ten years. It then outlines the methodology used in developing a close collaboration between the traditional system of assistance to pregnancy and childbirth (of which traditional birth assistants (TBAs) are the protagonists) and the modern system of management of obstetrical emergencies. This involved a new role for the TBAs in breaking down cultural barriers in access to modern health care. The first results appear promising, and the authors stress the importance of taking into account traditional knowledge in birthing practices when developing a national strategy for the control of maternal and infant mortality

The World Bank and disability

WORLD BANK

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The World Bank's disability website provides links to information about its disability related activities. It includes online documents produced by the World Bank and other key international agencies, classified under a range of topics including education, community-based rehabilitation, disability and conflict, disability and HIV/AIDS, gender, rural development, etc. It contains links to related websites, including UNESCO's inclusive education programme, the World Health Organization's social change and mental health programme.

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