Humana, at European Development Days 2016


Quality education is positioned high on the Sustainable Development Agenda. SDG4 strives for complete free, equitable and quality primary and secondary education. A strong emphasis is also put eliminating gender disparities and exclusion of vulnerable children.

In this session, European Education Practitioners Network (EPN) members & the UNESCO Teacher Task Force seek to generate debate by sharing their knowledge and best practices on how to achieve inclusivity in and through education interventions in line with SDG4. Topics covered will include improving access, quality and relevance in Burundi and DRC; supporting community schools in Zambia; professional training for youth in Mozambique; and effective teacher policy for the strengthening of education systems.

  • Leaving no one behind: the role of teachers in the Education 2030 Agenda. Hiromichi Katayama, UNESCO Teachers Taskforce. It is widely recognised that quality education is essential for sustainable development, and that well-prepared, motivated and supported teachers are imperative to providing learners with an equitable quality education. This presentation aims to explore the challenges and obstacles for quality education to become a reality through the implementation of the SDGs and highlight some of the Task Force’s achievements.


  • Vocational education & training for unemployed and out-of-school Mozambican youth. Olga Guerrero, Humana People to People. Despite having one of the most dynamic economies in Africa, Mozambique’s education levels remain among the lowest in the world, resulting in a serious domestic skills shortage, as well as a growing population of disenfranchised young people. This presentation draws on an EU-funded project implemented by ADPP Mozambique focusing on youth empowerment and socio-economic inclusion through the provision of Vocational Education and Training.


  • Including the excluded: lessons learned from community schools in Zambia. Tom Vandenbosch, VVOB. VVOB discusses its experiences with community schools in Zambia; a national movement which began over two decades ago in response to a lack of access to public schools, generally in rural and vulnerable communities. The presentation will reference a project co-financed by the EU and Belgian government to support the Zambian government’s efforts in improving the quality of teaching and learning in these schools through teacher and school leadership development and the provision of resources for the same.


  • Stimulating equity and inclusive education: a multi-dimensional approach in Burundi, CAR & DR Congo. Alinda Bosch, Cordaid. Cordaid’s Child & Education unit aims to strengthen education systems by improving access, improved learning outcomes and relevance to communities — particularly in fragile areas. To achieve this, the organisation uses  different instruments, specifically, Results Based Financing and the Respect Education Program. This presentation will outline these instruments, how they complement each other and the results generated by each one.

Lab Debate 'Quality Education for Inclusive Societies'

16th June. 14:45



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