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On a continent with a rapidly growing youth population it is essential that all young people including women girls and vulnerable populations can develop the competencies they need to thrive While many African nations are making commendable strides towards ensuring access to quality education and lifelong learning for all progress remains gradual This report produced jointly by UNESCO UNICEF and the African Union meticulously tracks the progress made in achieving Africas ambitious education goals It also identifies gaps and challenges while highlighting successful projects that have positively changed communities and countries By detailing how to leverage strengths and address weaknesses the report aims to make learning and skills development more effective efficient equitable and responsive to Africas economic and social development needs As the continent progresses towards developing the next Continental Education Strategy for Africa CESA 20262035 this report aspires to serve as an indispensable tool for policymakers It provides datadriven insights analytical studies and recommendations to inform future initiatives and contribute to efforts to accelerate progress towards achieving Africas educational goals

This report was used to frame discussions at the Building Evidence in Education BE2 working group meeting in London January 31 February 2 2024 on Effective Evidence Flow and Translation into Education Policy and Practice BE2 is a working group of over 40 bilateral education donors multilateral education agencies and foundations active in education research The report was updated after the event in order to reflect key themes that emerged from the meeting and new data gleaned through group and bilateral discussions Drawing on a rapid desk review and select interviews and adapted from an earlier more detailed review commissioned by the Jacobs Foundation this report provides a summary of available evidence on the enablers and barriers to evidence uptake in education policy and practice It also sets out a simple taxonomy of interventions to address these factors and a series of principles for success in designing and funding such efforts It is not a systematic review The report was prepared by Emily Hayter and Emma Broadbent The report represents the views of the authors and not necessarily the opinions of the BE2 member organisations The authors are grateful for research support from Racheal Makokha and communications support from Louise Ball and Sophie Gillespie

ABOUT THIS SERIES The Financing Policy Brief Series has been prepared by the Interagency Task Force on Financing for Development to inform the substantive preparations for the Fourth International Conference on Financing for Development FfD4 to be held in Sevilla Spain from 30 June to 3 July 2025 The Interagency Task Force on Financing for Development is comprised of more than 60 United Nations Agencies and international organizations The policy briefs in this series were not subject to review by Task Force Members and represent the views of the authoring organizations The full series is available at httpsfinancingdesaunorgiatf reportfinancingpolicybriefseries MORE ABOUT THIS TOPIC For further information on the topic of this brief please see httpswwwunescoorgen sustainabledevelopmentculture

With only five years to the 2030 deadline the 2025 Fourth International Conference on Financing for Development represents a vital opportunity to address the financing gap to achieve the Sustainable Development Goal 4 quality education In this brief the SDG4 HighLevel Steering Committee makes case for investment in education and recommends concrete actions for governments and the international community

The Fourth International Conference on Financing for Development FfD4 convened by the United Nations from 30 June to 3 July 2025 in Seville Spain constitutes an important milestone to assess progress made towards the Addis Ababa Agenda address emerging development finance issues advance the SDGs and support reform of the international financial architecture Its outcome document is expected to include actionable items related to the international financial architecture reform to finance the 2030 Agenda domestic public resource mobilization private business and finance international development cooperation international trade debt and debt sustainability systemic issues and governance science technology and innovation and data and monitoring In order to secure educations strategic positioning in the conference agenda and outcome document the SDG4 HighLevel Steering Committee

Latvias Education Development Guidelines 20212027 set out the countrys vision for a highquality and inclusive education and training system for all its citizens that supports sustainable national growth The Guidelines call for the efficient management and use of resources across all levels of Latvias education system To help realize this objective and ultimately Latvias education vision the Ministry of Education and Science MoES of Latvia invited the OECD Secretariat to undertake an institutional capacity assessment of its education system that focused on the following organizations the MoES four nationallevel agencies the National Centre for Education the State Education Development Agency the State Education Quality Service and the Academic Information Centre and Latvias municipal Departments of Education The objective of the assessment was to identify strengths and challenges and propose concrete recommendations for enhancing the roles and responsibilities and overall capacity of these organizations for education quality monitoring and providing improvement support aimed at improving teaching and learning in all of Latvias schools and education institutions This report is the main output of the first phase of this technical assistance project It presents the findings of the institutional capacity assessment and offers concrete recommendations for improvement The second phase of the project consists of a stakeholder workshop that will be facilitated by the OECD project team and result in an institutional capacity development plan that is coconstructed by the MoES and education stakeholders from Latvia This project is part of the OECD Education Policy Committees work on implementation reviews and technical assistance It is also part of the joint efforts and contributions of the OECD and UNESCOInternational Institute of Educational Planning to the implementation of the SDG4 Education 2030 High Level Steering Committee s work plan for strengthening the institutional capacities of education systems to use data and evidence for policy planning and implementation Functional Area 1

The Fortaleza Declaration is a nonbinding outcome document adopted during the 2024 Global Education Meeting closing session It consolidates key takeaways from 10 consultations with all regions and constituencies including regional organizations civil society teachers youth students and foundations conducted from July to September 2024 and led by the SDG4 HighLevel Steering Committee Sherpa Group Also available in Arabic Chinese French Russian and Spanish

As part of the preparatory process for the elaboration of the 2024 Global Education Meeting outcome document the SDG4 Highlevel Steering Committee Sherpa Group led consultations with all regions and constituencies including regional organizations civil society teachers youth students and foundations

In September 2022 the United Nations Transforming Education Summit TES acted decisively to mobilize ambition and solidarity prioritizing education onthepolitical agenda A year later UNESCO invited Member States to the Survey on Country Actions toTransform Education reporting on their commitments and actions Thisreportshowcases the surveys findings highlighting transformative measurescountries have adopted to advance towards Sustainable Development Goal 4 SDG 4 The report emphasizes that achieving SDG 4s vision of transforming lives through education requires a holistic lifelong approach focusing onindividual and societal wellbeing Key elements include embedding inclusion equity andgender equality in policies enhancing education finance and prioritizing investments intheteachingprofession As an essential monitoring tool this report tracks country progress in translating commitments into actions fostering crosscountry learning Itdocuments best practices and transformative actions enabling countries to learn from each others successes and challenges accelerating progress toward SDG 4 by 2030 Education leaders policymakers teachers parents youth and students areencouraged toreflect on collaborate in and learn from the transformative actions detailed in this report

Coauthored by the SDG4 HighLevel Steering Committee HLSC and the Global Partnership for Education this advocacy paper emphasizes the urgent need for increased investment in education to address global challenges such as climate change technological advancements and demographic shifts It highlights the current education crisis particularly in lowincome countries where many children lack access to quality education The document argues that investing in education is crucial for economic growth social equality and climate resilience It calls for bold leadership and increased funding from both national governments and international donors to close the education financing gap and ensure a better future for all Also available in French and Spanish

This research undertaking benefited greatly from the inputs and insights of a wide range of stakeholders throughout the British Overseas Territories BOTs The level of political commitment to transforming education in the BOTs was made even more evident by the active participation of Premiers Governors General Deputy Governors and Ministers of Education

Inclusion is the promise towards a fair and equitable education for all It is critical to ensuring that every youth and student succeeds Highlighted by UNESCO in the 2020 Global Education Monitoring Report striving towards inclusive education is nonnegotiable as education is a human right With the current challenges of our world highlighted in the 2030 Agenda specifically in the areas of poverty armed conflict and digital transformation inclusion must be an essential imperative in all policies The Summit of the Future SOTF convenes on the 22 to 23 of September at the United Nations Headquarters in New York United States One of its outcomes if intergovernmentally agreedupon would be the Pact for the Future The Pact is actionoriented including a chapeau followed by 5 chapters 1 sustainable development and financing for development 2 international peace and security 3 science technology and innovation and digital cooperation 4 youth and future generations and 5 transforming global governance Along with the Pact are two annexures the Global Digital Compact and the Declaration on Future Generations This document introduces the advocacy of the SDG 4 Youth Student Network a network hosted by the United Nations Educational Scientific and Cultural Organization UNESCO as the Global Education Cooperation Mechanisms InterAgency Secretariat for inclusive and equitable education at the SOTF to uphold peace sustainable development youth and future generations It is essential to IncludeEducation in the Pact and the outcomes of the SOTF for our InclusiveFuture to ensure that no one is left behind It brings attention to how education is essential to global cooperation and empowering future generations calling upon you to join us in supporting inclusive education systems with the Global Education Meeting convened by UNESCO side by side with the G20 meeting on 31 October and 1 November 2024 in Fortaleza Brazil

This is a summary of the soontobepublished Transforming Education Towards SDG 4 Report of a global survey on country actions to transform education prepared by UNESCO Check it out on UNESDOC

A framework for global education transformation by Dubai CaresThis framework is based on a new system of partnerships and participation of new education actors so that each community city or country can adopt adapt customise and transform their systems in ways that meet their aspirations As a result education transformation is not only a conversation for education experts or policy makers but a space where teachers education officials ministries of economy finance labour and youth as well as entrepreneurs and members of the private sector not only communicate with each other but contribute directly to the contextualisation of education while striving to create opportunities for children and young people both in the classroom and in the world beyond

Education is a fundamental human right and a public good Quality education and lifelong learning provides individuals with knowledge skills and values to lead a meaningful and productive life and thus it is essential for personal development empowerment and wellbeing Education has a transformative power and drives progress across all Sustainable Development Goals Investing more more equitably and more efficiently in education transforms the future of humanity and the planet The Pact for the Future must put education at its center

The Youth Advocacy Toolkit is developed by Plan International UNICEF and other organizations to inform the youth consultation process following the Transforming Education Summit This toolkit is for anyone who believes passionately in the power of education as a force for good in the world and the right for all children to get a good quality education no matter where they are and what the circumstances If you are just beginning to think about taking action on education you can work your way through the toolkit from start to finish But you can also dip in to pick up useful hints or activities to help you carry out your existing plans We know this toolkit doesnt cover everything you might need and weve tried to signpost you to other resources where possible Included in here are lots of real stories of change led by young people from all over the world We hope they inspire you The young global movement for education is growing and you can be part of it

PreSummit video playlist PreSummit Photos

The Transforming Education Summit was convened in September 2022 in response to a global crisis in education one of equity and inclusion quality and relevance Often slow and unseen this crisis is having a devastating impact on the futures of children and youth worldwide The Summit provided a unique opportunity to elevate education to the top of the global political agenda and to mobilize action ambition solidarity and solutions to recover pandemicrelated learning losses and sow the seeds to transform education in a rapidly changing world Among many indepth reports and consultations two outputs of the Summit involving significant dialogue and research are The Youth Declaration The UN Secretary Generals vision statement The SDG 4 HighLevel Steering Committee chaired by UNESCO and Sierra Leonewill play a key role in the Summits followup It will ensure local regional and global cooperation align education partners actions and support policy monitoring and financing with the Global Education Monitoring report and UNESCOs Instite for Statistics Watch Summit webcast replay see the programme Read the press release More about the Summit

Over 130 countries heed call to reboot education systems offering new hope to worlds children for a better future

This document presents the Recommendations of the United Nations SecretaryGenerals HighLevel Panel on the Teaching Profession and a summary of its deliberations which drew on the Panel members personal expertise relevant literature and the preparatory work of the Transforming Education Summit in particular action track 3 on teachers teaching and the teaching profession

The Highlevel Political Forum on Sustainable Development HLPF will be held from

The EDURES Toolkit addresses the capacity of an educational ecosystem to withstand recover adapt and persist in the face of crises The strategies designed with the support of EDURES focus on institutional preparedness and recovery but also seek to strengthen the performance of public authorities and improve overall levels of quality education

The rapid expansion of higher education in the past two decades as well as the growing diversity of providers and technological models for delivering education have made higher education accessible to more students globally Yet significant barriers remain for many vulnerable groups and women still lag behind in science technology engineering and mathematics A better understanding of inequality as well as new paradigms strategies and a renewed political will for leaving no one behind are required Structural equity policies at all levels throughout the education system as well as extraordinary measures when needed should ensure that students from any background with the potential to succeed are fully integrated with equal opportunities into higher education This policy paper reviews the current literature and sets out findings and recommendations to increase and strengthen equity and inclusion in higher education in a lifelong learning perspective It provides a conceptual framework for equity and inclusion analyses the urgent need to improve funding and its efficiency provides insight into the challenges for teaching and teachers and recommends policy measures for establishing higher education systems that are more equitable and more inclusive

This brief paper follows the broad methodological approach of the two previous SDG4 costing exercises and their main assumptions It introduces the SDG4 benchmarking process and how to estimate the cost of achieving these targets set by countries largely based on their sector plans Finally it presents the revised assumptions of the model and the key findings Despite lowering ambition there is still an average national financing gap of USD 78 billion per year in the 44 low and lowermiddleincome countries in Africa

Policymakers use solid and reliable data and evidence to ensure that countries progress towards their education targets and understand policies and programmes that could improve their educational outcomes However the use of evidence is still limited in many countries due to two broken feedback loops Between researchers and policymakers and between global and local levels This strategic review analyses the current practice and challenges in evidence use It also provides recommendations for the Sustainable Development Goal 4 HighLevel Steering Committee to promote evidencebased policy formulation and implementation as a critical lever for countries advancement towards their education targets The review draws on a global survey individual and group interviews and a comparator case study with the public health sector It reveals that there is a surplus of research and evidence sources in education the survey respondents identified 654 organizations and initiatives The review calls for reforming existing research and evidence utilization practices by promoting the use of locally relevant evidence fostering partnerships and building regional bridges between global and local levels It also recommends using advocacy and resource mobilization to support these activities

In this second installment of Leading SDG4 conversations we will engage with education decisionmakers and experts who are at the forefront of the Transforming Education movement in Africa This conversation will unravel the continents successes and strategies in placing the teaching profession at the heart of its efforts to build resilient education systems and in ensuring that every African learner is equipped for the challenges and opportunities of the 21st Century

Setting SDG4 benchmarks is a novel process It has involved countries specifying their contribution to the achievement of the global targets based on their national plans and policies Overall 79 of countries have submitted benchmarks or national targets to be achieved by 2025 and 2030 for at least one of eight SDG4 indicators This process supported by the UIS and the GEM Report responds to the Education 2030 Framework for Action which had called on countries to establish appropriate intermediate benchmarks for addressing the accountability deficit associated with longerterm targets In total 54 of the potential 2025 benchmark values ie for all 8 indicators and the 23 disaggregation possibilities have been submitted Apart from the public expenditure indicators for which there is a common benchmark for all countries the two benchmark indicators with the highest submission rates are the early childhood education participation rate 72 and the completion rate 65 The two indicators with the lowest submission rates are the gender gap in upper secondary completion 36 and school internet connectivity32 The latter is a new benchmark indicator and countries may have had too little time to set a target if they did not already have one

The SDG 4 Goal Profile uses a mix of global and proxy indicators from thematic indicator set to measure the progress as not all the global indicators are available in the region or the coverage of available global indicators are limited except for target 42 and target 4c For example for target 41 only 19 countries have data for the global indicator whereas the proxy indicator out of school rate for primary schoolage children has a coverage of 43 countries The coverage of indicators used is high for targets 41 42 43 46 and 4c whereas the indicators for targets 44 and 4a have limited coverage Targets 47 and 4b also do not have enough data to monitor the progress in the region The UNESCO Institute for Statistics UIS is the custodian agency for collecting compiling generating and disseminating SDG 4 indicators The main source of data used for analyzing the progress come from UIS For the purpose of this Goal Profile UNESCAP received the data from UIS and made them available to UNESCO Bangkok and UISAIMS for analysis

In 2015 the UNESCO Offices in San Jos Costa Rica Mexico and Guatemala in collaboration with the Central American Educational and Cultural Coordination of the Central American Integration System CECCSICA and the support of the Central American Parliament proposed to join forces around an SDG4 Academy EDUCA Mesoamerica for the educational inclusion of all people throughout life which aims to offer middle and high level officials decision makers and technical advisors in charge of strategic areas of the right to education

Towards transformative education Open letter from young people to the Ministers of Education of Latin America and the Caribbean

Towards a Regional Framework for Educational Reactivation Recovery and Transformation

The Transforming Education PreSummit will be organized in Paris on 2830 June 2022 A Global Engagement Day on28 June will include technical meetings on Thematic Action Tracks and engagements with keystakeholders The Highlevel segment consisting of Ministerial and Stakeholder engagement will takeplace from 2930 June 2022 The overall objective of the PreSummit is to harness the evolving discussions on transforming educationelaborate initial content and establish shared vision and suggested actions for the Summit and generategreater momentum in the lead up to September More specifically the PreSummit aims to provide aninclusive and open forum for Countries having advanced their national consultations to present preliminary outcomes of theirconsultations and share key elements of their commitment to transform education to inspire othercountries to come forward with bold commitments and actions at the Summit in September Each Thematic Action Track to present spotlight initiatives emerging from the initial discussionpapers and explore potential coalitions and partnerships to bring these to scale in the lead up to thePreSummit Creating momentum and serving as a key milestone towards a global movement for educationshowcasing countries and education leaders offering a platform for children young people studentsparents and teachers to share their vision and make their voices heard and allowing stakeholders tocome together and join forces to transform education

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The 2021 edition of the SDG4 Data Digest National SDG4 Benchmarks Fulfilling Our Neglected Commitment by the UIS and the Global Education Monitoring Report GEMR presents the idea behind benchmark setting in education and the steps taken since 2017 to fulfil this commitment including the selection of SDG4 benchmark indicators It also reviews what these benchmark values mean for the probability of achieving SDG4 by 2030 The discussion serves as a stark reminder to all parties of the importance of setting national education targets and of properly financing them particularly in the face of the difficulties brought upon the sector by COVID19

Complete list of SDG4 indicators

This report aims to broaden understanding of the multitude of institutional and sociocultural barriers youth face in realizing their potential It uses findings revealed by a primary research project in six countries in the AsiaPacific region covering over 10000 youth aged 1824 and providing a unique wealth of information from youth talking firsthand about their situation concerns and hopes Motivated by requests of ESCAP member States the report aims to provide insight into the most pressing issues that affect youth inclusion in social economic and civic domains The findings are derived from analyzing data collected through a comprehensive questionnaire and a series of focus group discussions in 12 cities in the six countries However relevance of the findings extends beyond the context of the areas surveyed Throughout Asia and the Pacific significant numbers of youth are excluded from the impressive socioeconomic advances of recent decades This report sheds light on these people and how they differ from those who are more privileged The findings reveal that gender remains a large contributor to inequality often restricting access to education and employment and participation in political activities Nevertheless those of low wealth ethnic minorities certain castes or religious groups are often even more excluded from such spheres while also receiving fewer opportunities to increase social and human capital such as through access to associations and the Internet The report considers the options many developing countries face as they seek to more effectively tap into the potential of youth and progress along the pathways delineated by the 2030 Agenda for Sustainable Development and the Sustainable Development Goals SDGs It further calls upon policymakers and other stakeholders to pay more attention to the evolving needs and aspirations of youth and work closely with them for a more prosperous inclusive and shared future

Youth2030 Progress Report 2023 represents a significant milestone marking five years since the launch of Youth2030 the UN Youth Strategy The report offers a comprehensive overview of progress in the implementation of Youth2030 By comparing baseline data from UNCTs 2020 and UN entities 2021 with the latest reported data in 2022 the report shows the strides made by the UN system in advancing global youth commitments and youth focus in UN strategic planning processes The report also thoroughly examines the organizational architecture and capacities essential for implementing the goals set forth in Youth2030 The report strongly emphasizes meaningful youth engagement within the UN system Recognizing the invaluable insights and perspectives of young people it highlights the significant progress made in ensuring their active involvement in decisionmaking processes and their substantial contributions to advancing UN work for and with youth

This toolkit is intended for researchers policymakers direct service providers and technical assistance providers interested in working with and engaging young people in a meaningful way that is mutually beneficial

This module looks at youth participation in policymaking processes via associations often designated as informal participation which stands in contrast to traditional avenues of civic participation eg voting and party affiliation Youth participation in policymaking processes is an actionoriented process involving young people in institutions initiatives and decisions and affording them control over resources that affect their lives This section describes different levels and forms of youth participation in the policymaking cycle

The monitoring of UNESCOs Operational Strategy on Youth 201 EX4INF2 and subsequent evaluations of the UNESCO 91�鶹������Ʒ���� revealed shortcomings in UNESCOs engagement with youth In response the DirectorGeneral proposed a thorough discussion on this issue both at the 10th UNESCO 91�鶹������Ʒ���� and the 39th session of the General Conference This document informs Member States of the context and challenges of UNESCOs engagement with youth and seeks to frame the debate on Rethinking Youth Engagement with UNESCO and on the Draft Resolution proposed by the 10th UNESCO 91�鶹������Ʒ����

This leaflet is a summary of the 2018 Youth Stocktaking Report an analysis of what OECD countries do on youth issues how they involve young people and how they can best improve their work with and for young people

Generative AI and the future of education by Stefania Giannini Assistant DirectorGeneral for Education UNESCO

The Meaningful Youth Participation Toolkit provides background information and suggestions for tools and methods that guide you in ensuring that youth voices are heard It is not a blueprint rather an inspiration and guidebook

This paper analyses why youth participation is considered important how youth participation has been seen and what models have been created and how youth participation is connected to different views about democracy The paper also involves some critical remarks about how promoting youth participation could be made better

The policy brief elaborates on the ideas first proposed in Our Common Agenda taking into account subsequent guidance from Member States and over one year of intergovernmental and multistakeholder consultations and rooted in the purposes and the principles of the Charter of the United Nations the Universal Declaration of Human Rights and other international instruments

This Policy Brief examines how public institutions can more effectively engage youth and promote their participation in decisionmaking and public service delivery to build more inclusive and resilient societies It first examines the challenges public institutions face in meaningfully engaging youth in decisionmaking and public service delivery as well as the behaviors and characteristics of young people that can be relevant to policy dialogue and participation It then explains how digital technologies can be harnessed to effectively engage young people in decisionmaking and delivering public services Lastly it provides a set of policy recommendations on how public institutions can overcome engagement challenges and build an enabling ecosystem for youth participation

On 11 January 2024 the Group of Friends for Education and Lifelong Learning submitted a letter to the cofacilitators of the Summit of the Future Germany and Namibia requesting that the Summit of the Futures Political Declaration prioritizes education as a global public good and a driver of sustainable development

Young people fear for their future Pandemics conflict climate change inequality these are the issues defining their reality Yet their potential to provide solutions to the multiple crises is not realized From low representation and tokenistic approaches to institutional obstacles to participation and limited civic spaces young people are disconnected from influencing decisions and actions that affect their lives They need real opportunities to participate in decisionmaking and contribute to practical solutions Policymakers public officials and practitioners as well as development sector and civil society actors can and should create such opportunities for youth This Toolbox is a comprehensive goto resource to make that possible It is intended to support these stakeholders in designing and implementing effective policies and programmes to address the multidimensional needs of youth at national and local levels It consists of A guide for participatory youth policy design Intergenerational dialogue tools on holistic youth development and youth civic engagement and A training tool on meaningful youth engagement Together we can prove that youth perspectives matter Read more

Preparations for the 2022 Summit will be guided by four overarching principles Countryled The Summit will be guided by the 2030 Agenda the 2015 Incheon Declaration for Education 2030 and recent outcomes of the UNESCO Global Education Meeting including the 2021Paris Declaration A global call for investing in the Futures of Education A significant emphasis will beplaced on engagement at the national level and member states will be actively engaged throughoutthe process Inclusive The Summit will embody the inclusive networked and effective multilateralism envisioned by the Political Declaration marking the 75th anniversary of the United Nations and the Secretary Generals report on Our Common Agenda The TES will therefore bring together the full range ofstakeholders that are relevant to the advancement of the 2030 Agendas commitments on educationand lifelong learning including youth and children teachers academia international organizationscivil society and the private sector Youthinspired The Summit will be prepared by with and for youth Steps will be taken to ensure thatyouth help to shape the Summit and participate in all Summit work streams Building on existing efforts The Summit will seek to reinforce and strengthen global cooperation around education at all levels including by ensuring effective integration of the Summits outcomesinto existing SDG4 arrangements It will be prepared with the full engagement of UNESCO and otherrelevant UN entities and seek to further strengthen existing efforts and initiatives including those thatemerged in response to the COVID19 pandemic The Summit will for instance ensure strong synergieswith the work of the newly established SDG4Education 2030 HighLevel Steering Committee helping toignite its work for the future

We the SDG4Education 2030 HighLevel Steering Committee representing the global education community call on all Heads of State and Government to take decisive actions to invest in and transform education as the clearest pathway to our shared goals of peace prosperity and sustainability

UNEVOC acts as a clearinghouse for innovative and promising practices in Technical and Vocational Education and Training TVET Each practice here shows how TVET can be designed and delivered to address contextual challenges presents the enabling conditions for success and provides a snapshot of the positive impact on communities You can search by keyword region or theme

Explanation about the process

The SDG4 Youth Student Networkled by Olga Devic Felipe Gmez Gallo and Ilan Envergaprovided a written submission towards the zero draft of the Pact for the Future The Pact aims to outline a new vision to address emerging challenges and is a key document of the 2024 Summit of the Future

The Transforming Education Summit is a onceinageneration opportunity to come together to drive a new pathway for education by listening to and working with young people answering the call of the Our Common Agenda report an agenda of action designed to accelerate the implementation of existing agreements including the Sustainable Development Goals With that in mind young people are leading an inclusive and representative process to gather their collective views recommendations and commitments on transforming education captured in the Youth Declaration The Youth Declaration on Transforming Education

The SDG 4 HighLevel Steering Committee HLSC responsible for coordinating global efforts to achieve the Sustainable Development Goal 4 and leading the TES followup presents this guidance note for Member States to translate national commitments made at the Transforming Education Summit into action and to transform their education systems Leading up to the Summit 163 Member States convened national consultations bringing together government leaders teachers students civil society academia and other stakeholders and partners As of November 2023 143 Member States submitted national statements of commitment and 65 Heads of State and Government delivered their statements during the Summit The UN SecretaryGeneral in his Vision Statement entrusted the SDG4 HighLevel Steering Committee with leading and ensuring the effective followup of the Summit The note provides Member States and partners with guiding principles Section 3 and suggests four interconnected paths for action Section 4 On each of these paths the guidance note offers strategic advice and suggestions on what governments and partners may wish to do The note also offers some of the global and regional support mechanisms that are available to Member States Section 5 For more information contact the HLSCs InterAgency Secretariat education2030unescoorg

In this first installment of Leading SDG4 conversations we speak with a panel of climate education advocates and assess how climate education was tackled during COP28

The Global Platform for Gender Equality brings together governments donors partners and civil society to