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The first conference, held in Dakar, from 26 to 28 April 2000, adopted the Dakar Framework for Action, which incorporated the six Regional Frameworks for Action.
Retrieved from "https://en.wikipedia.org/w/index.php?title=Dakar_Framework_for_Action&oldid=1107773407"
At the Dakar Forum, the 181 signatory countries of the Dakar Framework for Action identified armed conflict as well as internal instability within a country as "a major barrier towards attaining Education for All" – education being one of the sectors to suffer most from the effects of armed conflict and political instability.
In 2000, World Education Forum in Dakar, Senegal, led member governments to commit for achieving basic education for all in 2015. [35] The World Declaration on Higher Education was adopted by UNESCO's World Conference on Higher Education on 9 October 1998, [36] with the aim of setting global standards on the ideals and accessibility of higher ...
Education is a core aspect of the SDGs, and considered essential to their success. Hence, an international strategy has been established through the Incheon Declaration and Framework for Action. [21] This strategy emphasizes mobilizing national, regional, and global efforts and collaborations that aim at: [21]
The right to education has been recognized as a human right in a number of international conventions, including the International Covenant on Economic, Social and Cultural Rights which recognizes a right to free, primary education for all, an obligation to develop secondary education accessible to all with the progressive introduction of free secondary education, as well as an obligation to ...
Surrounded by crypto executives buoyed by Donald Trump's presidency, South Africa's central bank chief on Tuesday criticized industry lobbying of U.S. policymakers, telling a Davos panel event ...
Ten years later, in 2000, this expanded vision of basic education was rearmed in the Dakar Framework for Action on EFA, adopted at the World Education Forum as the first of the six EFA goals: 'Expanding and improving comprehensive ECCE especially for the most vulnerable and disadvantaged children'.