The written submission from the committee responsible for monitoring the achievement of SD Goal #4 (Education) to the UN High Level Political Forum in July 2019 cause concern for those seeking to ensure that the educational objectives described in Target 4.7 of the Goal include attention to health and life skills education as per the 2015 Incheon Declaration which includes health and life skills as essential parts of a high quality education (See below). Most of the SDG committee's submission does a good job of calling for more investments in equity/access and in describing how Goal #4 (education) is connected to other goals such as #10 (inequalities), #5 (gender), #8 (employment), #16 (peace, good government), #13 (climate action) and the role of education sector in coordination (#17), Notably, Goal #3 (health), #6 (water, sanitation) and #2 (hunger) are missing from this discussion. The exclusion of these goals from the submission needs further explanation given that the theme of the HLPF was "Empowering people and ensuring inclusiveness and equality".

The submission from the SDG committee does not directly address the content/learning objectives that should be part of Target 4.7 but it does refer to the Brussels Declaration (see below) which was published subsequent to a series of UNESCO-led consultation in December 2018. It is disappointing to note that the work done by FRESH Partners in adding the concepts of health and life skills to the Incheon Declaration continues to be ignored or misunderstood. We are not opposed to adding new elements to the definition of quality student learning content but surely it is easy to understand that sexuality education is part of health education and at least equal in importance to physical education. And surely life skills, a key concept in most curricula around the world deserve more attention. 
     
These two documents underscore the importance of the work of the FRESH Working Group on Health Literacy, Life Skills and Social Inclusion which is building the case and demonstrating how Health, Personal & Social Development (HPSD) education is already a core subject in most countries and should be considered and monitored by the SDG committee monitoring progress in Goal #4 and Target 4.7.

The 2015 Incheon Declaration included this wording: "Quality education fosters creativity and knowledge, and ensures the acquisition of the foundational skills of literacy and numeracy as well as analytical, problem-solving and other high-level cognitive, interpersonal and social skills. It also develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (GCED)." as well as this reference tolife skills "We further commit to ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy proficiency levels and acquire life skills, and that they are provided with adult learning, education and training opportunities. We are also committed to strengthening science, technology and innovation.". These statements define the content for a holistic, high quality education that meets the needs of the whole child.    .

The 2018 Brussels Declaration defines the content of a high quality education. Health and Life Skills education are absent from the statement, ignoring the foundation provided by Incheon Declaration but adding pieces such as sexuality education and physical education.  "we commit to supporting lifelong learning opportunities for all to ensure necessary competencies for personal development, decent work and sustainable development, with attention to climate change, adaptation and mitigation. Additionally, education institutions must provide children, youth and adult learners with the competences to be active citizens in democratic and sustainable societies. This includes efforts to promote education for sustainable development and sustainable lifestyles, democracy and human rights, gender equality, age-appropriate comprehensive sexuality education, physical education and sports, education in native language, peace and non-violence, global citizenship and active participation, appreciation for cultural diversity, multilingualism, intercultural dialogue, solidarity and more peaceful, tolerant and inclusive societies. This requires attention to pedagogy, curricula, teaching and learning materials, assessments, initial teacher training and continuous professional development, inter alia.