Statement by H.E. Ambassador HOSHINO Toshiya, Deputy Permanent Representative of Japan to the United Nations, On the occasion of the International Day of Education 2020, United Nations Trusteeship Council Chamber
2020/1/24
(Check against delivery)
Thank you, Mr. President,Mr. Deputy-Secretary-General,
Excellencies, Distinguished Delegates,
Ladies and Gentlemen,
It is a privilege to be surrounded by all of you, who have gathered today in the true spirit of partnership to reaffirm our global commitment to the SDG4.
Education is the foundation of our lives, shaping how we think and act. It is also the foundation of all development goals. And it is widely understood that secondary and tertiary education are keys to helping people find decent work, and thereby to reducing poverty and inequality, and promoting social cohesion.
Over the next ten years, some 617 million children and adolescents will have to enter and survive in a fast-changing and unforeseeable labour market without being equipped with the basic skills that they will need to thrive.
This learning crisis is happening everywhere. The OECD’s survey of Adult Skills (PIAAC)[1] shows that there are over 200 million workers in OECD countries who do not have even the most foundational skills[2].
If we do not take corrective measures to address the learning crisis, it will lead to a global widening of social inequalities and an undermining global efforts to achieve the SDGs.
This is why Japan has been a global advocate for education for sustainable development. The time to act is now.
Act how, you may ask? One of the biggest challenges in education system lies in the quality of teachers.
In this regard, technology is providing instrumental solutions for teacher training, delivery of distance learning to marginalized areas, and enhancing efficiency and effectiveness.
However, technology is not a panacea. It requires a conducive environment. The quality of an education system cannot exceed the quality of its teachers. And the quality of education should be defined by the local context and the kind of futures that the people want.
In the PIAAC survey, adults in Japan displayed the highest levels of proficiency in literacy and numeracy across all generations among adults in participating OECD countries. Yet we too are struggling to fit our education system for the 21st century. Equity and equality should remain core values of our education system and development assistance.
The global learning crisis cannot be resolved by a single solution, nor is there a one-size-fits-all approach.
Therefore, we must be clear on priorities for action. Let us unite in partnership to tackle the learning crisis to ensure equitable and quality education for every child, every youth and every adult, in order to prepare them for the future they want.
I thank you.
[1] OECD Programme for the International Assessment of Adult Competencies (PIAAC) assesses the proficiency of 16-65 year-olds in literacy, numeracy and problem solving in technology-rich environments.
[2] OECD (2016) “Skills Matter FURTHER RESULTS FROM THE SURVEY OF ADULT SKILLS