Comments of the Basic Education Coalition and the Global Campaign for Education (US) on the Education Recommendations of the High-Level Panel On behalf of the Basic Education Coalition and the Global Campaign for Education (US), we write to convey our strong support for the education recommendations of The Report of the High-Level Panel o fEminent Persons on the Post-2015 Development Agenda. We respectfully offer the following comments on the HLP’s education recommendations. General Comments The Panel’s recommendations on quality education and lifelong learning recognize the critical role education must play in eradicating extreme poverty within the next two decades and its place as a fundamental human right. We applaud the Panel’s effort to balance and prioritize the related imperatives of expanded access, equity, and improved learning. We also particularly appreciate the breadth of the Panel’s recommendations, beginning with pre-primary education through primary and lower-secondary education, and including work-related skill s for youth and adults. We strongly value the Panel’s groundbreaking call for disaggregating data across factors of marginalization, such as low income, gender, disability, and location, which will make it possible to me asure the progress countries make in narrowing inequities amongst these groups. Further, while the Panel’s recommendations clearly are ambitious, they als o are achievable. In this regard, the Panel views c ertain targets, such as primary school completion and lower-secondary school access, as universally achievable (“every child”). With respect to other considerable challenges, such as pre-primary access and completion, adolescent learning outcomes, and skills for yo uth and adults, the Panel has taken a more measured and realistic approach, calibrating these to increases set by individual countries. We also applaud the Panel for its ability to strike a balance between the creation of global goals and ensuring the flexibility for each country to individualize its path towards achieving them. Indicators The Panel has invited further input on an appropriate set o f indicators that could be used to monitor implementation of its illustrative targets. Below, we offer suggestions for such possible indicators: Panel’s TargetProposed Indicators 3a. Increase by x% t he proportion of children able to access and complete pre-primary e ducation - total number of children enrolled in pre-primary school -total number of new entrants to the first grade ofprimary school with at least one year of early childhood care and education experience 3b. Ensure every child, regardless of circumstance, completes primary education able to read, write and count well enough to meet m inimum learning standards - total number of children enrolled in and attending primary school - total number of children completing primary school based on the fulfillment of nationally- adopted minimum learning standards - total number of children demonstrating
