Istituto Istruzione Superiore "V. Benini"

G7 Education Ministers’ Declaration
G7 Education Ministers’ Declaration
Trieste 27-29 June 2024
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G7 Education Ministers’ Declaration
Preamble
1. We, the G7 Ministers responsible for education, jointly adopt
this Declaration on the occasion of the G7 Education
Ministers’ Meeting in Trieste, from 27 to 29 June 2024,
chaired by the Italian Minister of Education and Merit,
Professor Giuseppe Valditara.
2. Acknowledging the impact of current multiple,
interconnected crises on education systems, we recognize
the power of education to prepare for change and mitigate
against key threats such as conflicts, climate change and
economic crisis, and therefore the need to prioritize quality
education, in order to chart a clear, common course towards
sustainable societies and resilient individuals.
3. We uphold education as a universal human right.
Recognizing the detrimental impact of conflicts on the right
to education, we continue to denounce Russia’s aggression
against Ukraine, and we reiterate our commitment to aiding
the rehabilitation and reconstruction of damaged schools
and strengthening recovery. We also highlight the need to
continue supporting access to education for all those
affected by conflicts, displacement and violence, in
particular girls and women, and persons with disabilities, all
of whom face disproportionately negative impacts in these
situations.
4. In support of the 2030 Agenda and its Sustainable
Development Goal 4 (SDG 4), which serves as the global
framework for inclusive and equitable quality education, we
endorse the fundamental role of education in helping to
enable the achievement of all other SDGs and in driving
inclusive economic and sustainable growth, equity, human
dignity, well-being and peace, taking into account the
conclusions of the 2022 United Nations Transforming
Education Summit and in view of the upcoming Summit of
the Future.
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5. We agree to continue peer-learning, sharing experiences
and collaborating on the G7 Italian Presidency’s two policy
priorities — valorizing everyone’s talents, and innovative
education and new competences for the future — by
drawing inspiration from each country’s successes and best
practices.
Valorizing everyone’s talents
6. Acknowledging recent global declines in student learning,
we underscore the need to accelerate innovative
approaches in education to promote knowledge and
foundational competences, particularly literacy and
numeracy, and to support all students to reach their fullest
potential, especially those who are most marginalized,
thereby combatting low learning achievement and early
leaving from education and training. We also recognize the
role of early childhood education in providing foundational
benefits to children, that extend into their primary and
secondary education years, supporting in particular the
inclusion of vulnerable learners.
7. By emphasizing the relationship between health, safety and
well-being in schools with engagement and learning
outcomes, we reiterate the importance of expanding
educational priorities beyond academic success to include
the physical and social-emotional health and well-being of
all members of the school community. Such holistic
approaches include promoting the values of inclusion and
empowerment, addressing the global issues of
discrimination, violence, intolerance, bullying and
cyberbullying, supporting strong relationships and
collaboration, fostering healthy, safe and engaging learning
environments, and strengthening student support services.
8. Recognising the critical role of teachers and other educators
in providing inclusive and equitable quality education,
including early childhood education, we acknowledge the
need to promote trust in, respect for and appreciation of
teachers and to raise the attractiveness of the teaching
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profession. In this effort, we underline the importance of
improving our social dialogue with teachers’ organizations.
Through integrated teacher policies, we underscore the
need to support teacher well-being, strengthen teachers’
initial education and continuous professional development,
improve working conditions, consider the competitiveness
of salaries and other benefits and ensure the profession is
accessible to individuals from all backgrounds in order to
overcome shortages of qualified teachers and stimulate a
teaching workforce that mirrors the diversity of the
population.
9. We emphasize the need to support schools and teachers to
use their resources to help learners to reach their fullest
potential, which may include, for example, evidence-based,
engaging, collaborative and culturally responsive
personalized learning approaches that consider the
characteristics, strengths and specific learning needs of
each student.
10.To narrow gaps in educational attainment and address
systemic inequities, we call for attention to comprehensive
strategies, at national and local level according to countries’
circumstances, that combine prevention and intervention,
involving local stakeholders to increase social inclusion.
Such strategies should integrate measures that are
beneficial for all learners with targeted support for
marginalized learners, parents and families, as for example
early identification and tailored assistance for learners
whose potential often remains unfulfilled, in line with the
Toyama and Kanazawa Declaration and the Hiroshima
Communiqué.
11. Acknowledging the potential for carefully designed digital
technologies, including Artificial Intelligence (AI) and
Generative AI, to enhance inclusive and personalized
learning opportunities, we aim to share evidence-based
best practices of tech-enabled teaching, learning,
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assessment and management. We also acknowledge the
need to strengthen the digital competences and media
literacy of students, teachers, school leaders and other
educators to enable human-centred, safe, ethical, inclusive,
responsible, and effective use of digital tools, including
through targeted initiatives for marginalized students.
Decisions around the design and procurement of education
technologies must be based on the context and needs of
the education system, guided by careful considerations of
learners’ and teachers’ privacy and security, strong evidence
of impact, quality assurance mechanisms for continuous
improvement and grounded on the principles of relevance,
sustainability and equity. Overall, learner and teacher needs
should be at the centre to ensure that teaching and learning
remain social human experiences.
Innovative education and new competences for the future
12.Given the growing challenge of matching supply and
demand for competences in the labour market, we
acknowledge the need for innovative teaching approaches
and learning pathways that prepare people of all ages for
the labour market and enable lifelong learning for people of
all ages, supporting the acquisition of a broad range of
foundational skills from early learning to professional
competencies, including those needed to navigate the
digital and green transitions and an ageing society. We also
stress the importance of promoting close collaboration
between schools, VET institutions, universities, and industry
to enable work-based learning opportunities, traineeships
or apprenticeships that encourage learners to pursue
diverse careers, and which motivate workers to upskill and
reskill.
13. To facilitate the transition from education to work, and
recognizing that inclusive education promotes inclusive
labour markets, we renew our endeavours to engage to
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share knowledge of successful initiatives that provide
comprehensive information, training and guidance to
learners through participatory planning of strategic and
tailored educational and professional pathways. In this
endeavour, we recognize the importance of securing
dedicated and qualified educators for guidance, coaching
and tutoring to enable informed choices and decisionmaking, in alignment with personal strengths and interests
with opportunities offered within local contexts and the
broader labour market.
14.We acknowledge the need to work towards strengthening
Technical and Vocational Education and Training (TVET)
systems and policies, in partnership with the private sector,
and all those policies that support the acquisition of
competences for inclusive, sustainable, peaceful, resilient
and productive societies, including through targeted
support to youth and adults in vulnerable situations and
through the internationalization of training and efforts
towards the recognition of qualifications acquired abroad
based on existing instruments and processes.
15.We uphold the importance of lifelong skills development
opportunities for all adults, including in work-based
settings. To meet changing skills needs of industries,
economies and societies, we acknowledge the importance
of recognizing learning outcomes and of quality assured
certifications, including micro-credentials obtained in adult
learning, in partnership with employers.
16.We renew our commitment to strengthening international
cooperation among G7 countries to support all women and
girls to enter and flourish in STEM fields, not only to improve
gender equality in and through education, but also to
increase competitiveness, innovation and social cohesion by
more equal participation in decision making positions. In
this endeavour, we emphasize the need to end structural
barriers and harmful stereotypes and practices by
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promoting inclusive access to STEM education for women
and marginalized groups, supporting inclusive education
systems that promote STEM competences across all
educational cycles, including through interdisciplinary,
active pedagogies that leverage practical, applied learning
experiences.
International cooperation
17.Considering demographic and economic changes, and the
need to foster innovative education practices and valorizing
everyone’s talents, we acknowledge the importance of
increased cross-border education cooperation and stronger
partnerships between education institutions and the
private sector to promote student and staff mobility and
exchanges, thus improving the acquisition of relevant
qualifications and competences.
18.We support increased collaboration between G7 Countries
and the African Union and African Countries to address
challenges related to education and training as well as
labour market supply and the demand for skills and
competences. We welcome the designation by the African
Union of 2024 as the Year of Education under the theme
“Educate and Skill Africa for the 21st Century” and we are
committed to working together with the global community,
particularly with the African Union and African Countries, to
progress towards the achievement of SDG 4.
The way forward
19.We express our appreciation to our knowledge partners
OECD, UNESCO and UNICEF for their contributions and
expertise, and to GPE for its participation in this Education
Ministerial Meeting, and we welcome their continued
cooperation.
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20. In light of the Summit of the Future of the United Nations
and acknowledging the vision of education-led growth in
our countries, we highlight the importance of education to
all SDGs and stress the relevance of strategies for the
education sector, including TVET, to advance prosperity,
sustainable development and peace, both within G7
countries and beyond.
21.Following the Summit of the Future, we look forward to the
Global Education Meeting organized by UNESCO and
hosted by Brazil at the end of October, back-to-back with
the G20 Education Ministers meeting, that will rally the
international community around collective acceleration
efforts on SDG 4 targets, also through enhanced crosssectoral dialogues, exploring education’s linkages with
other sectors, and paving the way towards the World Social
Summit in 2025 and beyond.
22. In pursuing the goals noted above, recognizing the
importance of investing more, more equitably and more
effectively and efficiently in education as highlighted in the
Transforming Education Summit Call to Action, we look
forward to deepening and widening our cooperation,
according to the lines discussed during this Ministers’
Meeting. Recalling previous G7 commitments, we will
continue to encourage high-level educational discussion
across the G7 countries.Dichiarazione dei Ministri dell’Istruzione del G7