By 2020, States –
- should have designed and implemented comprehensive early childhood care and development policies, focused on child development, socialisation and learning from birth to entry into primary school;
- should have enacted legislation and ensured an environment conducive to the pursuit of education by girls;
- should have eliminated all gender disparities in education and ensured equal access to girls at all levels of education;
- should have in place a policy for effective free and compulsory primary, and free secondary education;
- should have substantially increased the number of young persons with relevant skills, including technical and vocational skills, for employment, decent work and entrepreneurship;
- should have ensured that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence,global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development;
- should have built and upgraded education facilities that are child-, disability- and gender-sensitive and that provide a safe, non-violent, inclusive and effective learning environment for all;
- should have put in place a legal framework to regulate and monitor educational services provided by non- State institutions;
- should have substantially increased the supply of qualified teachers, including through international co- operation for teacher training in developing countries;
- should have promoted the use of African languages as medium of instruction as well as subjects of study in the school systems;
- should have included in all primary and secondary school curricula a component on educating children about their rights and responsibilities, as set out under the constitution and national legislation;
- should have ensured that free compulsory education for all children is a legal requirement and factual reality; States should reach out to disadvantaged and socially- excluded groups, mostly in rural areas, and vulnerable children, including persons with disabilities, indigenous children and children of ethnic and/or religious minorities;
- should have allocated at least 15 per cent of the national budget to health, in line with the Abuja and at least 9 per cent of gross domestic product (GDP) on education, in line with the Dakar budgetary targets.
By 2040, the African Union -
- should have collaborated with educational experts from different States to develop rights-based and gender- sensitive curricula with common features and standards.