A strengthened, diversified and re-imagined education workforce will deliver inclusive, quality education and learning for all. Educational leaders inspire and lead for transformative development. Education systems with high-quality pedagogical leaders who are committed to making a difference in teacher performance and student achievement is justification enough to place leadership development as a priority in educational reform priorities.
Education systems are pivotal for building individual, community, and systemic preparedness and resilience. Small Island States struggle to deliver education services in contexts of multiple threats and vulnerabilities e.g. natural disasters, floods, hurricanes, health epidemics. Paradoxically, robust education systems can mitigate these risks and help children, youth and communities face adversity.
Good governance, effective management and accountability are central to realising equitable access to quality education and learning. This means responsiveness to needs and demands of learners, parents and citizens; the capacity of the system to deliver education; as well as accountability to the learners, parents and communities.
Non-formal learning is a wide ranging, complex and powerful concept. Youth work in the non-formal learning space is a driver for youth development through planned, structured learning with no parameters of time and space. Personal and social education for young people designed to improve a range of skills and competences, outside the formal educational curriculum. Youth work through non-formal learning allows the development of interpersonal skills, communication, creativity, solving complex problems, conflict resolution, adaptability, building resilience.