Recent years have seen much progress in access to education, yet clear inequalities in access, participation and learning persist, leaving the right to education of over 260 million girls and boys of school-age unfulfilled.
Governments have a duty to ensure that their education policies, and practises, are based on the principles of equity and inclusion, with a strong emphasis on promoting gender equality. The G20 are committed to the SDG agenda which sets out to “leave no one behind”, with SDG 4 affirming education’s role in challenging and disrupting cycles of inequality. In practise this means valuing the participation and achievement of all learners irrespective of their characteristics; recognising the benefits of student diversity; collecting and evaluating evidence and responding to the the barriers to access, participation and achievement and engaging all education stakeholders to foster the conditions for equitable learning opportunities.
While strides have been made towards improving equity in education, the most marginalised students and their communities are still not being reached. Girls in particular face multiple barriers, especially as they reach adolescence. Although barriers to education related to gender, disability, ethnicity, conflict, disasters and poverty are largely recognised, we need to take urgent action to address them and to understand how multiple and cumulative disadvantages intersect and impact the right to education.
This policy paper offers an overview of the key issues around inequality and provides examples of where countries have worked to solve these issues. There are many positive examples of where education systems have adapted or developed cost-effective programmes to promote equitable learning opportunities. Given the problems are interlinked, the solutions must also be interlinked – domestically the education sector must work in partnership across Ministries to ensure plans are aligned and funds are available. Internationally, we must ensure that the global education financing architecture prioritizes investment in the needs of the most marginalised and vulnerable.
Recent years have seen much progress in access to education, yet clear inequalities in access, participation and learning persist, leaving the right to education of over 260 million girls and boys of school-age unfulfilled. Governments have a duty to ensure that their education policies, and practises, are based on the principles of equity and inclusion, with a strong emphasis on promoting gender equality. The G20 are committed to the SDG agenda which sets out to “leave no one behind”, with SDG 4 affirming education’s role in challenging and disrupting cycles of inequality. In practice this means valuing the participation and achievement of all learners irrespective of their characteristics; recognising the benefits of student diversity; collecting and evaluating evidence and responding to the the barriers to access, participation and achievement and engaging all education stakeholders to foster the conditions for equitable learning opportunities.
While strides have been made towards improving equity in education, the most marginalised students and their communities are still not being reached. Girls in particular face multiple barriers, especially as they reach adolescence. Although barriers to education related to gender, disability, ethnicity, conflict, disasters and poverty are largely recognised, we need to take urgent action to address them and to understand how multiple and cumulative disadvantages intersect and impact the right to education.
This policy paper offers an overview of the key issues around inequality and provides examples of where countries have worked to solve these issues. There are many positive examples of where education systems have adapted or developed cost-effective programmes to promote equitable learning opportunities. Given the problems are interlinked, the solutions must also be interlinked – domestically the education sector must work in partnership across Ministries to ensure plans are aligned and funds are available. Internationally, we must ensure that the global education financing architecture prioritizes investment in the needs of the most marginalised and vulnerable.
As leaders in education, the G20 should ensure that education policies and programmes work towards ensuring equitable inclusion for all. The G20 have substantial experience in both improving equity within their own countries and supporting other countries to improve their education systems. Continued dialogue and use of this expertise is vital to ensuring that no girl or boy is denied their right to education, regardless of their circumstances.
Key Recommendations
This paper recommends the following actions to be considered by G20 education ministers:
- Increase political, programmatic and financial prioritization of equity seeking measures in education, recognizing that the right to free, inclusive, quality and gender-transformative life-long learning opportunities are fundamental to achieving the SDG agenda. For equity to be achieved in education, urgent action is needed to address the $26 billion annual financing gap and ensure cohesion within the education aid architecture.
- Recognizing that girls are often the most marginalized and excluded group in the world, commit to ensuring 12 years of free quality education by addressing the specific barriers girls face to accessing and completing education.
- Improve national data systems that track children who are both in and out of school. Data should be segregated by sex, age, ability, geographic location, socio-economic, ethnolinguistic and migration status to determine where progress is being made, and where gaps in access to education and learning outcomes remain.
- Recognize the importance of teachers and other education personnel in advancing equity in and through education. Teachers and education personnel should be well trained, well compensated and well-supported in order for them to become equity champions.
- Include young people, especially girls and other youth from marginalized groups, in education policy, planning and budgeting process. Marginalized youth are best placed to advise on strategies that address their needs.