Post-2015 Sustainable Development Goals. Var står vi nu? Vad innebär det för oss?

Transkript

1 Post-2015 Sustainable Development Goals Var står vi nu? Vad innebär det för oss?

2 Processen Flera led, delvis parallellt men samordnat High level panel klar maj 2013 Rio+20 juni 2012 Open Working Group on SDG från januari 2013 Konsultationer, tematiskt och regionalt Förslag till Sustainable Development Goals (SDGs) presenteras av Open Working Group on SDGs till FN:s generalförsamling under den nu pågående sessionen (senast september 2014, troligen senvår) Generalförsamlingen beslutar

3 En universell agenda Report from the SG s high level panel of eminent persons 30 May 2013: The post-2015 agenda is a universal agenda. Above all,we agreed that a new vision must be universal offering hope but also responsibilities to everyone in the world. FN:s generalsekreterare i tal till UNGA augusti 2013: universal in nature yet responsive to the complexities, needs and capacities of individual countries and regions sustainable development, to tackle the interlinked challenges facing the world, including a clear focus on ending extreme poverty in all its forms; inclusive economic transformations ensuring decent jobs, backed by sustainable technologies, to shift to sustainable patterns of consumption and production.

4 Utbildning i SDG Making Education a Priority in the Post-2015 Development Agenda: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda (Unicef och UNESCO), publicerad i september 2013 (konsultationer ) FOUR FOCUS POINTS FOR THE DEVELOPMENT OF AN OVERARCHING GOAL (on education) Access and complete quality pre- primary education of at least one year for all girls and boys. Equal access to and completion of a full course of quality primary schooling, with recognized and measurable learning outcomes, especially in literacy and numeracy. All adolescent girls and boys able to access and complete quality lower secondary/secondary education with recognized and measurable learning outcomes. All youth and adults, particularly girls and women, able to access post- secondary learning opportunities to develop knowledge and skills, including technical and vocational, that are relevant to work and life and necessary for further learning and forging more just, peaceful, tolerant and inclusive societies.

5 Progress report from Open Working Group on SDG presented to UN General Assembly July Education is absolutely central to any sustainable development agenda. It is not only an essential investment but an important basis for human enrichment through lifelong learning. 80. The post-2015 development agenda must achieve the Millennium Development Goal of primary education for all. However, it should also aim to address quality as reflected in learning outcomes, which will need to be more widely and effectively measured. 81. Gender equality in education is an important objective in its own right, with multiple social, economic and environmental benefits. 82. Moreover, to ensure productive employment in increasingly knowledge-based economies, greater emphasis is needed on secondary school and even tertiary attainment, and some countries may choose to set relevant targets. 83. Even if the emphasis is put on educating young people, continued attention is needed in many countries to raising adult literacy and, in all countries, to lifelong learning to facilitate adjustment to changing labour market conditions.

6 FN:s generalsekreterare vid UNGA i augusti 2013: Provide quality education and lifelong learning. Young people should be able to receive high-quality education and learning, from early childhood development to postprimary schooling, including not only formal schooling but also life skills and vocational education and training. Empower women and girls. The new agenda must ensure the equal rights of women and girls, their full participation in the political, economic and public spheres and zero tolerance for violence against or exploitation of women and girls.. Women and girls must have a safe environment in which to learn and apply their knowledge and skills

7 Diskussionsfrågor Har det universella perspektivet någon betydelse för hur vi som nordiska lärarorganisationer arbetar/argumenterar framöver lokalt, nationellt och globalt? Vilka konsekvenser skulle de nuvarande skrivningarna om utbildning ha i relation till våra egna förbunds och EI:s utbildningspolitik (Education Policy)? Finns det några markanta skillnader mellan de olika utbildningspolitiska skrivningarna vi tittat på? Hur vill vi använda SDG:s om de slutliga skrivningarna hamnar nära dessa positioner?