The following document is a Ministerial Declaration
outlining the major topics and issues discussed at the 19th CCEM as
well as the major remedial initiatives proposed.
1. The 19th Conference of Commonwealth Education Ministers
(19th CCEM) was held in Nassau, the Bahamas, from 22 – 26 June 2015.
The Conference was opened by the Rt. Hon. Perry Christie, Prime Minister of The
Bahamas. H. E. Kamalesh Sharma, Commonwealth Secretary-General, addressed the
conference at the opening ceremony. The host Minister, Hon. Jerome K
Fitzgerald, Minister of Education, Science and Technology, chaired the
conference.
2. In discussions, Ministers highlight that the 19th CCEM is
taking place at an historic turning point, following the 50th
anniversary of the establishment of the Commonwealth Secretariat, and the
crossroads in the global education agenda as part of the wider transition from
MDGs to SDGs. Education for Sustainable Development is recognized as a priority
for future planning by Ministers, as well as the role of education at the heart
of the process for driving the SDGs.
3. Ministers note that the Commonwealth Ministerial Working Group had
significant and valued input to the education component of the SDGs, considered
within the national context of each country.
Ministers endorse the Incheon Declaration, noting that further input may
be made to the process of finalizing the SDGs in New York in September
2015. Ministers highlight the
Commonwealth values of equity, access, and development, stressing the key role
of Education for Sustainable Development.
4. Ministers recognize the positive role that key partners bring to the
CCEM, and welcome the growing voice and engagement of youth, teachers, civil
society, and other stakeholders.
5. The 19th CCEM also saw the official inclusion of a
specific forum for
small states;
Ministers celebrate this as a significant and positive step in ensuring that
the voice of small states continues to be heard on the world stage, given that
31 of the 53 Commonwealth nations are small states. Likewise, the role of
education for building resilience is
championed by Ministers as a key factor in combating issues of vulnerability,
particularly those faced by small states, such as climate change, migration,
mobility, and financing.
6. The Ministers celebrate successes that have been achieved to date in
the drive for universal primary education, but note that achievements in
relation to
access leave much work to
be done in the areas of
equitable
provision and
quality. Ministers also acknowledge the wider
responsibility of member-states to ensure the continued
relevance of education, ensuring that it prepares the next
generation of Commonwealth citizens to contribute positively to the social and
economic development of their communities.
7. Commonwealth nations recognize the need for evidence based
interventions and policy, building on meaningful data is emphasized by
ministers in the drive for establishing sustainable models of education, which
enable
accountability and
effective systems of governance.
Addressing the Post-2015 Development Goals, Ministers note the importance of
continuing to meet the needs of all learners, regardless of gender, race, or
religion, or other aspects of marginalization – recognizing continued
challenges in relation to provision for boys and girls (both of whom continue
to face issues of equitable access in various Commonwealth contexts), as well
as pupils with
special educational needs.
8. Ministers commit to focus on the core
purpose of education, to serve the needs of their diverse
populations, furthering international drives for
sustainable development, and
equitable,
high quality provision, while recognizing the continued role of education
in supporting efforts for economic growth and poverty eradication, as well as
acting as a tool for socialization.
Early Years
9. Ministers recognize the key role that
early childhood education plays as the foundation for all lifelong
learning, and wider social and economic outcomes, and the need for continued
and appropriate investment in this stage.
Ministers are also mindful of the need, by committing to the
strengthening of public institutions, to retain effective, positive, and
accountable partnerships with the private sector, and civil society, as part of
wider efforts to improve quality and access.
Ministers commit to strengthening engagement with these parties to
support the development of education systems that serve the needs of their communities.
Gender
10. Ministers will continue to build on good practice in promoting sensitive
gender mainstreaming for gender equity, including reducing barriers to girls
education, and addressing specific concerns over the under-achievement of either
boys or girls in Commonwealth contexts in which either faces specific
challenges.
Technology
11. Ministers commit to making effective use of technology and
innovation in ICT to ensure that education systems continue to meet the needs
of quality,
equity, and
access.
The significance of online learning as a universal tool for lifelong
learning is recognized by Ministers, and the key role of the Commonwealth of
Learning in driving innovation in this field is recognized.
To support the Commonwealth of Learning initiative achieving their
Strategic Plan. Malaysia has committed a
contribution of USD 200,000, and has also committed to support the
sustainability of Commonwealth Tertiary Education Facility (CTEF) by sponsoring
RM 200,000 towards the establishment, and RM 500,000 annually (2014 – 2018)
towards its administration. India has offered to provide its e-learning platform,
SWAYAM, to host e-courseware developed by the Commonwealth of Learning, and has
also volunteered to post digitized learning material of Commonwealth Countries
on its anticipated National E-Library, with links to the Commonwealth Education
Hub.
Ministers note the continuing need for effective ICT infrastructure to
facilitate learning in several member-states, and commit to support development
in order to address this requirement. Ministers welcome the role of the
Commonwealth of Learning, and the Virtual University for Small States of the
Commonwealth in supporting affordable access to all learners.
The role of Parents and
Civil Society
12. Ministers acknowledge the key role of parents, and wider civil
society, in education, without compromize to equity and quality. Ministers
commit to strengthening engagement with these parties to support the
development of education systems that serve the needs of their communities,
while recognizing the key role of families in shaping culture.
Role of Teachers
13. Acknowledging the central role of teachers in quality education,
Ministers commit to raising the status of teaching as a profession. This will
be achieved by enhancing pre-service and continuing professional development,
and conditions of service, ensuring that teachers are motivated and supported
in the classroom and building
Ministers reaffirm the importance of effective governance of teaching to
promote accountability and transparency.
India has offered to set up a Malaviya Commonwealth Chair, for teacher
education which will singularly focus on issues pertaining to curriculum
development, pedagogy, students’ assessment, pre-service and continuing
professional training, and capacity development.
Youth
14. Ministers recognize the potential of learners and youth to act as
agents of social change and peacebuilding, and will continue to support
policies and programmes in schools that actively engage pupils in building
conflict resolution skills, tolerance, respect, and social inclusion, as a way
of preventing school-based violence and extremism. They support Commonwealth
action, including in partnership with UNESCO, in keeping with the report on
Civil Paths to Peace by the Commonwealth Commission on Respect and
Understanding.
Ministers reaffirm the key role that entrepreneurship education plays in
promoting unique and valuable life skills, as well as career pathways.
Ministers are committed to the enhancement of curricula at all levels of
education to strengthen entrepreneurship programmes and skills development.
Ministers acknowledge the important role that can be played by
appropriate cooperation and collaborative national student associations, and
commit to supporting and partnering with such bodies to ensure a student voice
in education policy, and fit-for-purpose education. Ministers also endorse a name change for the
CCEM Youth Forum to the Commonwealth Students Forum, and commit to supporting
young student delegates to attend.
Spirit of Sharing /
Spirit of Giving
15. Ministers celebrate the positive atmosphere of mutual
lesson-learning within the Commonwealth, as exemplified by the CCEM, as well as
the importance of retaining the positive momentum of the event. To this end,
the development of a shared platform for the effective dissemination of ideas,
pooling of resources, mutual support, and sharing good practices, is recognized
as a clear need by Ministers. It is the belief of Ministers that the
Commonwealth Education Hub can serve this purpose.
Ministers reaffirm, in accordance with local context, their commitment
to appropriate domestic financing of education, to the level of 4-6% of GDP /
15-20% of total public expenditure, as well as the wider targets established
for official development assistance (ODA), including targets of 0.7% of gross
national product (GNP) for ODA to developing countries.
Ministers will, through the strengthening of their public institutions,
continue to recognize the need for appropriate and effective partnerships with
the private sector and civil society to address wider financing issues,
ensuring accountability and equity, quality, and access are not compromized,
and while recognising the importance of education as a public interest, and a
public good Ministers also recognize the
responsibility of Commonwealth members to support each other when in need, by
sharing resources, funding, and expertize, while ensuring efficiency in the use
of existing resources.
Cross-Commonwealth
Education Developments
16. The role of the Commonwealth in continuing to support development of
effective education initiatives is recognized by Ministers, as is the need for
greater coordination of
quality assurance
in education by Commonwealth institutions, where requested by member states, as
well as the potential for
shared
curricula and quality frameworks where this is something member states wish
to explore. The positive role of mobility is celebrated by Ministers, who
recognize the role that a globalized economy can play in supporting the
economies and education systems of member states. Ministers also recognize the
emergence of additional Commonwealth states as
education destinations for Commonwealth members.
Lifelong Learning
17. Ministers commit to supporting the continued development of the
continuum of lifelong learning, and recognize the key role this plays in the
economic and social development of Commonwealth countries. Ministers call for
continued efforts to ensure that those who have not completed school, or not
had access to
basic education, or
wish to continue their professional development, are given lifelong access to
support in numeracy, literacy, and skills for employment. Ministers are also
committed to developing lifelong, distance, and
technical vocational education and training, linked to local,
regional, and international, labour markets.
Policy Frameworks
18. Ministers recognize that all countries must not compromize on
equity and
quality, learning from good-practice, and the lessons of countries
that have made significant progress in these areas. Therefore, in line with the
core values of the Commonwealth Charter, the Commonwealth Secretariat will be
developing effective
policy frameworks
to support efforts in this area, to be adopted by member states that wish to do
so.
Scholarships
19. Ministers call for continued and expanding support for Commonwealth
Scholarships and Fellowships, a flagship of Commonwealth cooperation,
recognizing the positive role of cross-border mobility, partnership building,
and leadership development. Ministers are mindful of the continued importance
of ensuring that scholarships are awarded to the most able, but meet the needs
of the most deserving.
Research Collaborations
20. Ministers call for the establishment of effective and meaningful
research collaborations. To this end
India has offered to establish a
Commonwealth
Consortium, for need-based-research throughout
the Commonwealth. It is anticipated that the newly launched Commonwealth
Education Hub will play a role here, in facilitating Research Collaborations,
supported by efforts, led by India, and the new consortium.
Building on the success of the Commonwealth Secretariat Science
Conference in Bangalore 2014, India also offered to support
cross-border
efforts to drive research in areas of priority to member states.
Looking to the Future
21. Ministers look to a fruitful, rich, and collaborative future for the
Commonwealth, and welcome the opportunity offered by the upcoming meeting of
the executive heads of the Association of Commonwealth Universities, focusing
on University, Society, and Employment, to be held in Accra, Ghana 2016.
Ministers welcome the development of
Commonwealth
Connects and the
Commonwealth
Education Hub, and recognize their potential to act as a transformative
resource for the entire education community of the Commonwealth and applaud the
vision to create ‘one-stop non-stop shops’ to serve the community.
Commonwealth Action
Group on Education
22. Ministers agree to establish a Commonwealth Accelerated Development
Mechanism for Education (CADME) to assist with the implementation of the
SDGs in Commonwealth countries. On
taking forward recommendations of the 19th CCEM Commonwealth
Secretariat assist in establishing a Commonwealth Education Ministers Action
Group – CEMAG – to have regional representation, as well as that of Youth,
Teachers, Stakeholders, Multilaterals, and other partners, with regular online
networking and meetings where appropriate, to ensure momentum and continued
action on the points recorded herein. Both CEMAG and CADME will maintain
networking between ministerial meetings, supporting and supplementing, and not
replacing existing international initiatives, such as the framework agreed at Incheon
in 2015.
23. Ministers express their thanks and appreciation to the Government
and the People of The Commonwealth of The Bahamas for their hospitality in
hosting the 19th CCEM and the Commonwealth Secretariat for the
organization of the event.
24. Ministers welcome the offer by the Government of Fiji to host the 20th
CCEM in 2018, and the Government of Kenya’s interest in hosting the 21st
CCEM in 2021 was acknowledged.
25. The 19th CCEM was declared closed.