العودة

Building resilient education systems in the Arab region: Insights from senior education programme specialist at UNESCO Maysoun Chehab on the 2024 GEM and Fortaleza Declaration

اليونسكو
2024 - 12 - 04
The Fortaleza Declaration, adopted during the 2024 Global Education Meeting (GEM) in Brazil, presents a transformative vision for addressing the urgent educational challenges faced globally, including those specific to the Arab region. In a context marked by protracted crises, large-scale displacement, and stark inequities, the Arab region shares the Declaration’s emphasis on equity, inclusion, and sustainable financing. The Declaration calls for innovative approaches to education funding, including debt swaps, and underscores the strategic importance of investments in education to accelerate progress toward the Sustainable Development Goals (SDGs).
The Fortaleza Declaration, adopted during the 2024 Global Education Meeting (GEM) in Brazil, presents a transformative vision for addressing the urgent educational challenges faced globally, including those specific to the Arab region. In a context marked by protracted crises, large-scale displacement, and stark inequities, the Arab region shares the Declaration’s emphasis on equity, inclusion, and sustainable financing. The Declaration calls for innovative approaches to education funding, including debt swaps, and underscores the strategic importance of investments in education to accelerate progress toward the Sustainable Development Goals (SDGs). These global priorities align closely with the needs of the Arab world, where resilient education systems, inclusive policies for marginalized populations, and robust monitoring frameworks are essential for addressing disparities and fostering sustainable development. As the Arab region moves forward, the Fortaleza Declaration serves as a compass for ensuring that no child is left behind, emphasizing education as both a fundamental human right and a critical driver of social and economic transformation.

 
Following her participation in the 2024 Global Education Meeting (GEM) in Brazil, we conducted an interview with Maysoun Chehab, Senior Education Programme Specialist at UNESCO Multisectoral Regional Office in Beirut, to discuss key topics critical to advancing education in this context.

1. During the GEM, many high-level representatives from Arab countries were present. What were the prevailing themes or concerns raised by these representatives?

High-level representatives from Arab Member States emphasized critical priorities during the GEM to advance education in the region. Equity and inclusion were central themes, focusing on addressing the educational needs of refugees, internally displaced persons (IDPs), and children in conflict-affected areas. Discussions highlighted the challenges of providing quality education to displaced populations and host communities. The significance of quality education was underscored, with calls for national curricula to align with labor market demands and global trends. Climate education and sustainability were identified as urgent priorities, particularly in Gulf countries advocating for the integration of Education for Sustainable Development (ESD) into school programmes to address local environmental challenges such as desertification. Finally, financing education emerged as a pressing concern, with representatives stressing the need for international support to overcome funding gaps in under-resourced education sectors.

2. What transformative measures are necessary to achieve SDG4 in the Arab region?

To achieve SDG4, Arab countries must prioritize several transformative actions. Building resilient education systems that sustain learning during crises is critical, particularly in conflict-affected regions. Advancing inclusive education policies to address barriers for marginalized groups, including refugees and girls, is essential. Increased investment in digital transformation is needed to bridge the digital divide and modernize education delivery. Strengthening Early Childhood Care and Education (ECCE) will provide a solid foundation for lifelong learning. Additionally, developing robust monitoring frameworks will ensure accountability and track progress toward GEM and Transforming Education Summit (TES) commitments effectively.

3. How can Arab countries integrate climate and environmental sustainability into their education systems?

Arab countries can integrate climate and sustainability into education systems by embedding Education for Sustainable Development (ESD) into curricula, addressing local environmental challenges like water scarcity. Promoting green school initiatives, including energy-efficient infrastructure and resource conservation, will foster sustainable practices. Using context-specific teaching materials that connect environmental sustainability to cultural heritage will enhance relevance. Professional development programmes to build teacher capacity in climate education, supported by UNESCO, are essential. Additionally, leveraging media and technology will expand awareness and incorporate sustainability themes into informal education.

4. What mechanisms are being put in place to follow-up on the GEM and Fortaleza Declaration?

Effective follow-up mechanisms are vital to ensure the implementation of GEM and Fortaleza Declaration goals in the Arab world. Strengthening data collection and reporting systems will enable progress tracking on equity and quality. Collaborative efforts with UNESCO, UNICEF, and regional organizations will align strategies with GEM and TES objectives. Platforms like the Arab SDG4-Education 2030 group can be leveraged to foster accountability and mobilize resources, ensuring a coordinated and impactful approach to advancing education priorities in the region.

أحدث المنشورات

القائمة الكاملة
اليونسكو

المستقبل على المحك: لماذا الاستثمار في التعليم أمر بالغ الأهمية؟

يسلط هذا التقرير، الذي أعدّته اللجنة التوجيهية الرفيعة المستوى المعنية بالهدف الرابع من أهداف التنمية المستدامة (SDG4) بالتعاون مع الشراكة العالمية من أجل التعليم (GPE) ونُشر في عام 2024، الضوء على الحاجة المُلِحّة لتعزيز الاستثمار في التعليم كوسيلة أساسية لمواجهة التحديات العالمية، بما في ذلك تغيّر المناخ، والتطورات التكنولوجية، والتحوّلات الديموغرافية.
اليونسكو

المدن العربية تتألق في جوائز مدن التعلم لليونسكو لعام 2024

تُحرز المدن العربية تقدمًا كبيرًا في مجال التنمية المستدامة والتعلم مدى الحياة، مع تركيز متزايد على إنشاء بيئات تعليمية شاملة تُسهم في تحقيق الأهداف التنموية المحلية والعالمية. وقد احتفلت جوائز مدن التعلم لعام 2024، التي تُمنح من قِبَل اليونسكو، بهذه الجهود، مبرزةً المدن العربية التي تميزت في بناء مجتمعات تعليمية.
اليونسكو

مؤتمر اليونسكو العالمي الثالث للموارد التعليمية المفتوحة: تعزيز الوصول الشامل إلى المعرفة

انطلق مؤتمر اليونسكو العالمي الثالث للموارد التعليمية المفتوحة (OER) في 19 نوفمبر/تشرين الثاني 2024، في مركز دبي التجاري العالمي في دولة الإمارات العربية المتحدة، ليكون المرة الأولى التي يُستضاف فيها هذا الحدث في العالم العربي. نظّم مؤتمر اليونسكو بالتعاون مع مؤسسة محمد بن راشد آل مكتوم للمعرفة (MBRF)واستقطب أكثر من 500 مشارك ومشاركة من نخبة القادة العالميين، وصنّاع السياسات، وممثلي المؤسسات التعليمية، بما في ذلك وزراء، وأكاديميون، وخبراء من القطاع الخاص. وتركّزت المناقشات على مدار يومين حول تعزيز الاستفادة من الموارد التعليمية المفتوحة والتقنيات الناشئة، بهدف تحقيق وصول عادل وشامل إلى التعليم، وتقليص الفجوة الرقمية على الصعيد العالمي.
اليونسكو

الأمم المتحدة تحتفي في شهر ديسمبر/كانون الأول بحقوق الإنسان، والأشخاص ذوي الإعاقة، واللغة العربية

تُحيي الأمم المتحدة في شهر ديسمبر/كانون الأول ثلاث مناسبات بارزة تُعنى بحقوق الإنسان، وبحقوق الأشخاص ذوي الإعاقة، وباللغة العربيّة، ممّا يجعل هذا الشهر فرصةً عالميّةً للتفكير والعمل. وتقود اليونسكو الجهود لتعزيز التعليم الشامل، وحماية حقوق الإنسان، والاحتفاء بالإرث الثقافيّ واللغويّ للّغة العربيّة، من خلال سلسلة من الفعاليات والمبادرات.