Bridging the GAP: Driving partnerships for the Global Action Programme (GAP) on Education for Sustainable Development (ESD)
United Nations Educational, Scientific and Cultural Organization (UNESCO)
#SDGAction39998
Description
In order to harness networks and partnerships among stakeholders, UNESCO will put in place a partnership mechanism for the GAP. Five Partner Networks one for each of the Priority Action Areas – will be set up. Stakeholders who have an extensive outreach capacity and can make a political impact will be invited to join these Partner Networks. The Networks will contribute to creating synergies of activities within and across the Priority Actions Areas, consolidating and accelerating actions across geographic, knowledge and sectoral boundaries and catalysing actions by other stakeholders. With SIDS being a critical target group of UNESCO's ongoing ESD and climate change education work, a particular focus will be on harnessing collaboration between SIDS and engaging with SIDS as part of the Networks.
GAP commitments will be implemented by partners in the relevant countries. Stakeholders who are invited to join the Partner Networks will interface directly with UNESCO as key partners who spearhead the implementation of concrete activities in the Priority Action Areas. The GAP will harness the technical expertise, outreach capacity and financial resources of key partners, accelerating the international community's pursuit of sustainable development. Key partners may engage in joint work, while they continue to individually undertake activities to achieve their launch commitments. The Global Forum and a GAP clearinghouse, coordinated by UNESCO, will additionally foster exchange of experiences, capacity building and knowledge transfer.
UNESCO will create a Global Action Programme (GAP) Secretariat to assist among others in the overall coordination of the GAP, its Partner networks and the Global Forum on ESD. The GAP Secretariat will liaise closely with national focal points for the GAP and will seek the advice of a multi-stakeholder advisory group.
In the course of the UN Decade of Education for Sustainable Development (2005-2014) UNESCO has supported the integration of ESD, in particular of Climate Change Education in partnership with a number of SIDS. This activity will now be scaled up under the Global Action Programme on ESD, the official follow up to the UN Decade of ESD, which will be launched in November 2014. The GAP will focus on five Priority Action Areas: Policy integration, Whole-organization approaches, Educators, Youth and Local communities. GAP Partner Networks will consist of diverse stakeholders having made major commitments to support one or more of the five Priority Action Areas. The Networks will provide a major platform for bringing together a diversity of SIDS stakeholders.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
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
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
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
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
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
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
Deliverables & Timeline
Resources mobilized
Partnership Progress
| Title | Progress Status | Submitted |
|---|---|---|
| Partnership Progress 2016-06-21 | On track |
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Timeline
Entity
SDGs
Region
- North America
Website/More information
Countries
Contact Information
Alexander Leicht, Chief, Section of Education for Sustainable Development