Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Increasing international student mobility. The SDGs call for expanding the number of cross-border scholarships available. This would help increase the number of education migrants and improve higher education opportunities for many.
Including migrants and migrant children in education targets. Migrants’ access to quality education can be limited. This is especially significant for children, who make up a substantial share of migrants and refugees. Therefore, including migrants, in particular migrant children, in education planning and provision is essential.
Helping address the relationship between labour migration and education. The SDGs call to ensure equal access to technical, vocational and tertiary education and increase the availability of relevant skills, including technical and vocational skills. This would help strengthen links between the supply and demand of skills, ultimately helping govern labour migration better.
Relevant migration-related targets
- 4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
- 4.2 - By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
- 4.3 - By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
- 4.4 - By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
- 4.5 - By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
- 4.A - Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
- 4.B - By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
Will be added soon
The IOM Institutional Strategy on Migration and Sustainable Development outlines a whole-of-organization approach to comprehensively integrate migration and development into policymaking and programming within IOM. It recognizes that migration, when well managed, can be both a development strategy and a development outcome.
"Leave No Migrant Behind: The 2030 Agenda and Data Disaggregation" provides user-centric guidance on disaggregation of SDG indicators by migratory status. In order to leave no one behind, migrants must be considered across efforts to achieve the Sustainable Development Goals (SDGs). Meanwhile, migrants are also key actors in sustainable development.
Civic engagement of migrants and displaced persons in their territories of destination is crucial to ensure that their needs and interests are considered across policies that will affect or are developed specifically for them. Lack of such engagement can lead to the development of incoherent and ineffective policies. In addition, inclusion of migrants in policy-making helps building trust between policy-makers, migrant communities and other parts of the population and can enhance migrants’ ownership and willingness to cooperate with and support the implementation of the policies.