ICAE Secretary General, Katarina Popovic, shares her insights and reflections on the 2024 Global Education Meeting in Fortaleza, Brazil, on the Global Campaign for Education – Website!
The recent Global Education Meeting (GEM) in Fortaleza, Brazil, marked a crucial gathering of global education stakeholders as the world races to meet SDG4, ensuring inclusive, equitable, quality education and lifelong learning for all. Since the adoption of the SDGs, there have been numerous global meetings to discuss progress, including the Transforming Education Summit (TES) in 2022 and a series of GEMs beginning in Brussels in 2018, with later sessions held virtually or in hybrid formats. Fortaleza’s GEM was particularly significant, bringing together key government representatives and stakeholders to address the implementation of SDG4 in a rapidly changing global landscape.
Held just after the G20 Education Ministers’ Meeting under Brazil’s G20 presidency, the GEM prioritized principles of equity and inclusion. UNESCO presented new data showing that global progress on SDG4 is falling far behind, a reality that set a serious tone. This urgency was evident in the collective resolve to move beyond rhetoric and take concrete action. Participants acknowledged that the educational crisis, marked by severe inequalities and gaps in quality, calls for bold strategies to reach SDG4 by 2030.
Interestingly, this GEM saw adult education occupy an important position, which is not always the case in global education reviews. The collaboration between UNESCO and Brazil’s Ministry of Education ensured that lifelong learning was a key focus, providing a much-needed platform for adult learning and education. ALE was highlighted as essential not only for personal and professional growth but also for addressing societal challenges such as health issues, rapid technological development, climate crises, and civic engagement. This approach reinforced the idea that learning at all stages of life is indispensable for sustainable development.
The discussions revolved around several themes, and three of them were very prominent: inclusion, financing, and digitalization, each interconnected and crucial for achieving SDG4.
INCLUSION emerged as a primary focus, with diverse perspectives on how to make education accessible to marginalised groups worldwide. Participants examined not only national disparities but also global inequalities, acknowledging the complex factors that create barriers to education, such as poverty, discrimination, gender-based norms, and climate change. There was strong emphasis on crafting policies that go beyond surface-level inclusion and genuinely address the structural issues that prevent equitable access to quality education. A recurring sentiment was that inclusive education requires holistic, cross-sector efforts that address learners’ diverse needs and circumstances.
FINANCING was a pressing concern throughout the GEM, especially given the stark funding gaps that hinder progress toward SDG4, especially in low- and lower-middle-income countries. While some debates took a neoliberal stance, the dominant message was clear: education is a human right and a public good, not a commodity. For true progress, GEM participants advocated for a ‘whole-of-government’ approach to financing, leveraging innovative solutions like tax reform and debt relief. International aid was emphasized as a critical supplement to domestic funding, with calls for more predictable and accountable financing mechanisms. The consensus was that without addressing the financing gap, achieving SDG 4 would remain an aspirational goal rather than a practical reality.
DIGITALIZATION rounded out the major themes, underscoring the transformative potential of digital tools in expanding access to education, particularly for adult and older learners. There were examples of successful digital initiatives that have increased outreach and enabled more personalized learning experiences. However, there was also a healthy dose of scepticism regarding digitalization’s impact, with participants highlighting the risks of deepening digital divides. The discussions recognized the need for responsible use of technology in education, ensuring it serves to bridge, not widen, gaps in access and equity. It was acknowledged that digital tools must complement traditional methods, not replace them, to ensure that all learners, regardless of their access to technology, can benefit from quality education.
Civil society’s active involvement was another highlight of the GEM 2024, with representatives participating in plenary discussions, parallel sessions, and side events. Reflecting UNESCO’s tradition of inclusive dialogue, civil society stakeholders offered invaluable insights and recommendations, ensuring that diverse voices were heard on issues ranging from policy to practice. This broad engagement underscored the vital role of civil society in holding governments accountable and advocating for inclusive, accessible education.
The Fortaleza Declaration, adopted at the meeting, serves as a renewed call for action, urging governments, international organisations, and other stakeholders to make education a top priority. The message is clear – education is not a negotiable human right, it is essential for achieving sustainable development, and collective, concerted efforts are needed to overcome the obstacles that hinder progress.
As we look ahead, the path to SDG4 will require continued commitment and collaboration. The Fortaleza GEM stands as a reminder that education is not just a goal but the foundation upon which all other sustainable development goals are built.
