people and planet

I
fact that some proposed indicators are about neither
inputs nor outcomes but instead relate to growing
interest in the role of education systems. It provides
an overview of available mechanisms and the scope
for better coordination, especially at the regional level.
The short Chapter 22 looks at all targets under other
SDG goals, as well as the corresponding global indicators,
to identify those where education is mentioned
directly or indirectly.
This comprehensive overview of the global education
monitoring challenges offers insights, brings together
disparate pieces of information and identifies stakeholders
whose work needs recognition and coordination. Given
that implementing such an agenda may be daunting
and confusing, especially for countries, the GEM Report’s
monitoring part is meant to support countries and
partners as they discuss and determine the best steps
forward in achieving SDG 4. Chapter 23 draws attention
to common themes and missing pieces in this discussion
– and identifies building blocks and potential synergies
for a more effective and efficient global education
monitoring agenda over the next 15 years at the national,
regional and international levels.
OVERALL CONCLUSION
To conclude, Chapter 24 reflects on the 2030 Agenda
for Sustainable Development as a whole and the critical
importance of follow-up and review processes. The 2030
Agenda sets out an ambitious collective vision for people
and planet that requires political will, resources and
collaboration. Thematic reports, such as the GEM Report,
serve as a bridge between global dialogue and national
initiatives, contributing not only to one sector but to
broader efforts to identify effective policies that reduce
poverty, improve health and create more inclusive, just
and sustainable communities.
2016 • GLOBAL EDUCATION MONITORING REPORT 15