Role of the SDG4 High-Level Steering Committee in Addressing Global Education Challenges: Insights from Laura Frigenti

This article is part of the Key Learnings for Education 2030series written by the SDG4 High-Level Steering Committee (HLSC)'s Inter-Agency Secretariat. In this series, we speak with the outgoing leaders and supporters of the HLSC about the strides that were made towards achieving SDG4 and draw inspiration from them on how to further advance the work for education transformation.

In recent years, education has faced escalating challenges, with a notable increase in the number of out-of-school children and a global learning crisis compounded by the Covid-19 pandemic. According to the Global Education Monitoring Report and the UNESCO Institute for Statistics, 244 million children and youth between the ages of 6 and 18 worldwide are out of school and nearly two-thirds of 10-year-olds are estimated to be unable to read and understand a simple text. As Laura Frigenti states, "For the first time in decades, the number of children out of school is growing."

This learning crisis is exacerbated by frequent interruptions due to conflict and crises, which affect millions of children every year. Against this backdrop, organizations like the Global Partnership for Education (GPE) are playing a leading role. Ensuring that children have access to education during conflict and crises provides them with a sense of normalcy, and fosters resilience, inclusion and tolerance, supporting the long-term processes of recovery and peacebuilding.

The SDG4 High-Level Steering Committee (HSLC), which GPE is a member of, was tasked by the UN Secretary General to follow-up on the Transforming Education Summit which took place in September 2022. This global body, hosted by UNESCO, is formed by a diverse number of stakeholders. In this line, as Frigenti emphasizes: "The responsibility of every single member of the SDG4 High-Level Steering Committee is to respectively and collectively work together." Shifting the position on education could be the key. Frigenti underscores this by stating, "It is time to shift perspective on education from an expense to a strategic investment."

There is indeed a need to invest more, to invest more equitably and to invest more efficiently in education. As Frigenti notes: "In this critical time when funding for education is dwindling, the SDG4 High-Level Steering Committee needs to be creative in how we communicate the value of education within other sectors and spheres of influence." Organizations like the Global Partnership for Education are an example of the transformative power of strategic investment. GPE, as Frigenti highlights, "was born out of an unshakable belief that every child deserves the hope, opportunity, and agency that a quality education brings." Through innovative financing mechanisms and partnerships, such as with UNESCO, GPE has mobilized resources to expand access to education and improve learning outcomes in low-income countries. Without a doubt, this multistakeholder approach shows the importance of collective action in driving a strategic change and advancing global education goals.

Six Global Initiatives were launched at the Transforming Education Summit. These multi-stakeholder initiatives aim to mobilize cross-country cooperation and bring transformation to scale. In addition, the High-Level Panel on the Teaching Profession was established by the UN Secretary-General in response to challenges facing the teaching profession and education systems worldwide, and as a key follow-up to the UN Transforming Education Summit. While encouraging time-bound thematic initiatives, the Secretary-General's Vision Statement reaffirms the concept of universally-relevant, lifelong learning to transform education.

Watch the full interview