During Global Action Week for Education and the whole of 2016, the GCE movement will campaign to put the issue of financing for education at centre stage. Collectively, our demands are the following:

All governments must:

  • Fulfil their financial commitments to education, including domestic and donor commitments to GPE, bilateral commitments by donors, and global commitments contained in the Sustainable Development Goals, Education 2030 Framework for Action, and the Addis Ababa Action Agenda.
  • Develop fully funded, phased, and implementable plans aimed ensuring access to free, good quality early childhood, primary and secondary education and literacy and lifelong learning for all by 2030. These plans must strengthen public education systems, especially prioritising investments in quality and equity and addressing the educational needs of communities and regions suffering from historic disadvantage.
  • The implementation plans must specifically prioritise filling the trained teacher gaps and ensuring decent working conditions and training of teachers.
  • Review budget proposals and spending for differential impact on girls and women and other disadvantaged groups (such as persons with disabilities and indigenous communities), through gender and inclusion audits.
  • Allot a minimum of 6% GDP and 20% of national budgets to education of which at least 50% must be dedicated to basic education.[1]
  • Maximise revenue available for investment in education and to address inequality through building progressive and expanded domestic systems of taxation, reviewing tax and royalty agreements in the natural resource sector, and closing loopholes which enable tax avoidance and evasion by the private sector.
  • Report regularly and transparently on budgets and spending on and across education, enabling communities and civil society to see where public money is being spent.
  • Give a formal role to civil society organisations in open planning and budgeting processes at national and sub-national levels.

Donor countries must also:

  • Set out clear national plans to deliver 0.7% of GNP as ODA by 2020.
  • Commit at least 15-20% of all ODA to education. At least half of education aid must go to basic education.[2]
  • Allot at least 4% of humanitarian aid to education.
  • Focus aid on supporting fulfilment of equity targets by focusing on countries with the greatest needs and on groups at risk of exclusion. ODA impact data should be disaggregated to show impact on marginalised communities (including persons with disabilities) and specific programmes funded to redress exclusion.

The UN system and the international community should:

  • Agree new international rules to promote global tax transparency and prevent tax avoidance. Developing countries must have access to multinational companies’ accounts to scrutinise and assess tax liability and ensure that companies pay due taxes.
  • Support a strengthened Global Partnership for Education (GPE), with the mandate to fund and support the Education 2030 agenda.
  • Apply pressure on the IMF to ensure that it uses its influence on tax policies in low- and lower-middle income countries to support countries to raise their tax to GDP thresholds, while easing the tax burden on the poor.
  • Build a more inclusive humanitarian system that recognises the need for sustained financing to deliver education in emergency settings, including chronic emergencies.
  • Call for an increase in expenditure to promote equity, inclusion and quality education for learners from marginalised groups such as persons with disabilities, agricultural communities, and indigenous peoples.

[1] The Global Campaign for Education lobbies for the maximum levels of the expenditure recommended in the Sustainable Development Goals and Education 2030 Framework for Action.

[2] Please see previous note.