RESOURCES If preview is not available, click “Download Resource” button below. Stepping Forward: A Call for a Progressive Leadership in DepEd marked by Quality, Equity
E-Net Philippines held a national training to promote inclusive and gender-responsive education policy and budget advocacy. E-Net members underwent a 3-day face-to-face training last June
Sigaw ng E-Net Philippines, “WAKASAN ANG DISKRIMINASYON BATAY SA SOGIESC! Tiyakin ang Ligtas, Accessible, at Inklusibong Edukasyon na Sumusuporta sa Pag-aaral at Pagkatuto ng Lahat
The Civil Society Network for Education Reforms (E-Net Philippines) is a network of Civil Society Organizations engaged in policy advocacy and partnerships for education reforms.
RESOURCES If preview is not available, click “Download Resource” button below. E-Net Philippines, along with other CSOs, is an active member of the NEDA-SDG Stakeholders’
RESOURCES If preview is not available, click “Download Resource” button below. Stepping Forward: A Call for a Progressive Leadership in DepEd marked by Quality, Equity
RESOURCES If preview is not available, click “Download Resource” button below. WAKASAN ANG DISKRIMINASYON BATAY SA SOGIESC (Sexual Orientation, Gender Identity, Gender Expression, and Sex
Free Primary and Secondary Education
Equal Access to Quality Pre-Primary Education
Equal Access to Affordable Technical, Vocational, and Higher Education
Increase the Number of People with Relevant Skills for Financial Success
Eliminate all Discrimination in Education
Universal Literacy and Numeracy
Education for Sustainable Development and Global Citizenship
Build and Upgrade Inclusive and Safe Schools
Expand Higher Education Scholarships for Developing Countries
Increase the Supply of Qualified Teachers in Developing Countries
The provision of 12 years of free, publicly-funded, inclusive, equitable, quality primary and secondary education – of which at least nine years are compulsory, leading to relevant learning outcomes – should be ensured for all, without discrimination.
The provision of at least one year of free and compulsory quality pre-primary education is encouraged, to be delivered by well-trained educators, as well as that of early childhood development and care.
It is imperative to reduce barriers to skills development and technical and vocational education and training (TVET), starting from the secondary level, as well as to tertiary education, including university, and to provide lifelong learning opportunities for youth and adults. The provision of tertiary education should be made progressively free, in line with existing international agreements.
1. Access: Equitable access to TVET needs to be expanded while quality is ensured. Learning opportunities should be increased and diversified, using a wide range of education and training modalities, so that all youth and adults, especially girls and women, can acquire relevant knowledge, skills and competencies for decent work and life.
2. Skills acquisition: Beyond work-specific skills, emphasis must be placed on developing high-level cognitive and non-cognitive/transferable skills, such as problem solving, critical thinking, creativity, teamwork, communication skills and conflict resolution, which can be used across a range of occupational fields.
1. Inclusion and equity: All people, irrespective of sex, age, race, colour, ethnicity, language, religion, political or other opinion, national or social origin, property or birth, as well as persons with disabilities, migrants, indigenous peoples, and children and youth, especially those in vulnerable situations or other status, should have access to inclusive, equitable quality education and lifelong learning opportunities.
2. Gender equality: All girls and boys, women and men, should have equal opportunity to enjoy education of high quality, achieve at equal levels and enjoy equal benefits from education. Adolescent girls and young women, who may be subject to gender-based violence, child marriage, early pregnancy and a heavy load of household chores, as well as those living in poor and remote rural areas, require special attention.
The principles, strategies and actions for this target are underpinned by the contemporary understanding of literacy as a continuum of proficiency levels in a given context. It goes beyond the understanding of a simple dichotomy of ‘literate’ versus ‘illiterate’. Therefore, action for this target aims at ensuring that by 2030, all young people and adults across the world should have achieved relevant and recognized proficiency levels in functional literacy and numeracy skills that are equivalent to levels achieved at successful completion of basic education.
It is vital to give a central place to strengthening education’s contribution to the fulfilment of human rights, peace and responsible citizenship from local to global levels, gender equality, sustainable development and health. The content of such education must be relevant, with a focus on both cognitive and non-cognitive aspects of learning. The knowledge, skills, values and attitudes required by citizens to lead productive lives, make informed decisions and assume active roles locally and globally in facing and resolving global challenges can be acquired through education for sustainable development (ESD) and global citizenship education (GCED).
This target addresses the need for adequate physical infrastructure and safe, inclusive environments that nurture learning for all, regardless of background or disability status.
Scholarship programmes can play a vital role in providing opportunities for young people and adults who would otherwise not be able to afford to continue their education. Where developed countries offer scholarships to students from developing countries, these should be structured to build the capability of the developing country. While the importance of scholarships is recognized, donor countries are encouraged to increase other forms of support to education. In line with the SDG 4 - Education 2030 focus on equity, inclusion and quality, scholarships should be transparently targeted at young people from disadvantaged backgrounds.
Teachers are the key to achieving all of the SDG 4 targets. It requires urgent attention, with a more immediate deadline, because the equity gap in education is exacerbated by the shortage and uneven distribution of professionally trained teachers, especially in disadvantaged areas. As teachers are a fundamental condition for guaranteeing quality education, teachers and educators should be empowered, adequately recruited and remunerated, motivated, professionally qualified, and supported within well-resourced, efficient and effectively governed systems.