In 1948, education was declared a “universal human right.” This right was reaffirmed in 2015, when the United Nations established a Sustainable Development Goal to ensure universal access to quality education. Despite decades of progress in access to education, 250 million children and youth globally are still out of school, and 70% of 10-year-olds in low- and middle-income countries cannot comprehend simple written text.
At a recent meeting of education ministers held at UNESCO headquarters in Paris, France, in the presence of Chilean President Gabriel Boric, who co-chairs the High-Level Steering Committee on Quality Education for All, Audrey Azoulay called upon the Organization’s 194 Member States to “honor their commitment to transforming education from a privilege to a right for every human being worldwide.” The Director-General also emphasized that “education is a vital resource for addressing contemporary challenges, from poverty reduction to combating climate change.”
In May 2015, the World Education Forum in Incheon, Republic of Korea, gathered 1,600 participants from 160 nations with a single purpose: to ensure inclusive and equitable quality education and lifelong learning for all by 2030. The Incheon Declaration – Education 2030 played a pivotal role in defining the Sustainable Development Goal on education, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
It entrusts UNESCO with the leadership, coordination, and monitoring of the Education 2030 Agenda and the Global Education Monitoring Report, as well as the education component of the other SDGs. Building upon the progress made since 2000 to continue and expand the EFA movement, Education 2030 recognizes the achievements made since 2000.
The 2030 Agenda is groundbreaking in its focus on strengthening and expanding access, inclusion and equity, quality and learning outcomes at all levels within a lifelong learning approach.
Education 2020 must be viewed within the broader context of contemporary development. Education systems must be relevant and responsive to rapidly changing labor markets, technological advancements, urbanization, migration, environmental degradation, natural hazards, and disasters.
We need to fundamentally shift our perspective on education and its role in human well-being and global development. New approaches are urgently needed. Reversing this trend requires political will, resources, innovation, and resources.
If we are truly committed to achieving SDG 4, we must act with a heightened awareness of the urgency of the necessary measures and make long-term commitments. Failure will not only impact education but also progress on each of the development goals: poverty reduction, ending hunger, improving health, gender equality and women’s empowerment, sustainable production and consumption, resilient cities, and more equal and inclusive societies.
Education is closely intertwined with other sectors, just as health, water, food, and energy are essential to education. Children’s health determines their ability to learn, health infrastructure can be used to deliver education, and healthy teachers are vital for the proper functioning of the education sector. It is the responsibility of each generation to define the essential skills and knowledge to be passed on to address the challenges of their time. Our generation is no exception. Faced with global challenges such as widening inequalities, climate change, and the rise of digital technologies, according to UNESCO, we must now reinvent education, “the most powerful weapon to transform the world”, in the words of Nelson Mandela.
Our country has reaffirmed its vision and political will as reflected in numerous international and regional human rights treaties that enshrine the right to education and its reciprocal links with other fundamental rights. Pedagogy must be organized around principles of cooperation, collaboration, and solidarity. These educational objectives must lead to an evaluation process designed to encourage significant progress in development and learning among all learners.
The curriculum must emphasize ecological, intercultural, and interdisciplinary learning that can help learners access and contribute to knowledge, while developing their capacity to apply and question this knowledge. Inclusive social development requires the universal provision of crucial services such as education.
As part of the implementation of educational policies, our country, which has developed educational programs such as the PDEF and the Package, has had to organize nationwide meetings such as the States General of Education, the National Consultations on the Future of Higher Education, and the National Education Conferences.
To maintain a peaceful social climate in the implementation of our educational policies, it is desirable that the Monitoring Committee for the agreements signed in February 2022, composed of various ministries, teachers’ unions from civil society active in education, meet under the chairmanship of the Prime Minister, who has already attentively listened to education stakeholders during the interministerial council on exam preparations.
Strengthening literacy and non-formal education, particularly in terms of funding in relation to active organizations in the sub-sector, inclusive education, digital technology, and zero temporary shelters remain essential for our education system at a time when, at the global level, UNESCO, under the coordination of UNESCO, a report in education is entitled: Rethinking our futures together, a new social contract for education. The actions already taken by the Minister of National Education by proposing an educational society and with that of Vocational Training show all their availability and their sense of dialogue which, without a doubt, if they continue tirelessly, will make education and training a matter for everyone, a reality for the future of our education system.
Silèye Gorbal Sy Expert in Education and Local Development
President of the National Coalition for Education for All of Senegal
Member of the Social Dialogue Committee / Education Sector
Coordinator of the African and Francophone Coalition for Literacy
UNESCO Ccong Member
Knight of the National Order of the Lion
The Urgent Need for Educational Transformation: A Call for Action
In 1948, education was declared a “universal human right.” This commitment was reaffirmed in 2015 with the United Nations setting a Sustainable Development Goal (SDG) of providing universal access to quality education. Unfortunately, despite decades of progress, 250 million children and youth worldwide remain out of school, and 70% of 10-year-olds in low- and middle-income countries cannot comprehend simple written text. This stark reality highlights the urgency of transformative action to ensure a future where education empowers all.
A Shared Responsibility: Advancing Education for All
At a recent meeting of education ministers at UNESCO headquarters in Paris, Audrey Azoulay, UNESCO’s Director-General, urged the 194 Member States to “respect their commitment to transform education from a privilege to a prerogative for every human being throughout the world.” This call to action emphasizes the collective responsibility of nations in realizing the right to education for all.
The Incheon Declaration: A Roadmap for Education 2030
In May 2015, the World Education Forum in Incheon, Republic of Korea, brought together 1,600 participants from 160 countries with a singular goal: to ensure inclusive and equitable quality education and lifelong learning for all by 2030. The resulting Incheon Declaration – Education 2030 served as a pivotal document in defining SDG 4, aimed at ensuring “inclusive and equitable quality education and promote lifelong learning opportunities for all.” This landmark declaration entrusted UNESCO with the leadership, coordination, and monitoring of the Education 2030 Agenda, including the Global Education Monitoring Report, and the education component of other SDGs.
Education 2030: A Vision for the Future
Education 2030 builds on the achievements of the Education for All (EFA) movement, establishing a comprehensive and innovative approach. The agenda emphasizes:
- Strengthening and expanding access to education
- Promoting inclusion and equity
- Enhancing quality and learning outcomes at all levels
- Adopting a lifelong learning approach
Meeting the Challenges of a Changing World
Education systems must be dynamic and responsive to the evolving landscape of the 21st century, adapting to:
- Rapidly changing labor markets
- Technological advancements
- Urbanization and migration
- Environmental degradation and climate change
- Natural hazards and disasters
A Call for Paradigm Shift in Education
The path toward achieving SDG 4 necessitates a fundamental shift in our approach to education and its role in human well-being and global development. This transformation requires:
- Political commitment and unwavering support
- Adequate resource allocation
- Innovation and creative solutions
- Long-term investment and a sustained focus on education
The Interconnectedness of Education and Development
Education is not an isolated sector but is intricately linked to other critical areas of development, including:
- Health: Child health influences learning, and health infrastructure can be leveraged for education delivery.
- Water: Access to safe water and sanitation is essential for healthy learning environments.
- Food Security: Addressing hunger and malnutrition is crucial for child development and learning.
- Energy: Reliable energy access is fundamental for educational institutions and communities.
Reinventing Education for a Globalized World
Nelson Mandela aptly described education as “the most powerful weapon to transform the world.” To address pressing global challenges such as widening inequalities, climate change, and the rise of digital technologies, we must reinvent education, ensuring it equips individuals with the necessary skills and knowledge to navigate a rapidly changing world.
The Role of Senegal in Educational Transformation
Senegal has reaffirmed its commitment to the right to education through numerous international and regional human rights treaties. The country has implemented educational programs such as the PDEF and the Package and organized national-level meetings like the States General of Education and National Consultations on the Future of Higher Education. The Monitoring Committee for agreements signed in February 2022, comprised of representatives from various ministries, teachers’ unions, and civil society organizations active in education, plays a crucial role in ensuring progress and accountability in education reform.
Key Priorities for Senegal’s Education System
Strengthening literacy and non-formal education, particularly in terms of funding for active organizations in the sub-sector, remains a key priority. Other essential aspects include:
- Inclusive education
- Digital technology integration
- Addressing the issue of temporary shelters
UNESCO’s Vision: Rethinking Our Futures Together
UNESCO’s report “Rethinking Our Futures Together: A New Social Contract for Education” highlights the need for a shared vision and collective action to prioritize education for a more just and sustainable future.
