1. Positioning education more centrally in the Sustainable Development Agenda Global Monitoring Report UKFIET Symposium, University of Oxford, UK 16 September 2015 Priyadarshani Joshi and Asma Zubairi

2. Global monitoring and thematic analysis since Dakar

3. The 2016 Report MONITORING Need to establish an initial framework for monitoring SDG 4 and education related targets, including measurement strategies and indicators The main target audiences in monitoring SDG 4 are within the education community 2016: A Turning Point THEMATIC Need to position education more centrally in relation to the broader SDG agenda Broaden the interpretation of education Reach out to stakeholders in non- education sectors

4.  Highlight how education needs to be centrally situated in the SD agenda to enable the achievement of the SDGs  Understand the reciprocal linkages between education and the other SDGs  Understand the complex processes that tie education and other SDGs  Determine which education strategies, policies and programmes are most effectively linked to the economic, social, environmental, and political priorities of the new SD agenda  Situate education in the existing socioeconomic and political realities Objectives of the thematic section

5.  Array of learning opportunities throughout life – from early childhood to adolescence and adulthood, in both formal and non-formal settings  Having an integral role in ensuring that people have access to better livelihoods, influencing decision-making, informing people of the risks they face and empowering them to develop and adopt strategies that are relevant and feasible in their local communities  Having institutional effects on major aspects of society, economy and culture Working conceptions of education

6.  Focus on the SDG agenda – anticipate key changes and innovations looking ahead at the next 15 years  Literature-driven theoretical arguments and research evidence  Understanding of sector-specific perspectives on education, and how education can help achieve the sector’s goals  In-depth case studies Research approach for the thematic section

7. Sustainable Development Inclusive Economic Development Inclusive Social Development Governing to achieve peaceful and inclusive societies, and fulfil the SD agenda Environmental Sustainability Situating education more centrally in the SD agenda

8.  Education’s role in economic development, poverty reduction and inequality (conceptual)  Productive and decent work (changes in the world of work and structure of employment, challenges and opportunities in extending opportunities for decent work)  Expansion and greening of economies (occupational and skills requirements, policies to achieve these transitions) Transitioning to sustainable, inclusive economic paths Inclusive economic development

9.  Education (vulnerability -> disabled populations; conflict and forced displacement)  Gender equality and empowerment (structural inequalities)  Health and nutrition (broaden scope to cover healthcare delivery, non-communicable diseases)  Water, sanitation and hygiene practices (behavioural change) Ensuring human rights and dignity through basic service provision Improving knowledge, influencing values and attitudes to change discriminatory norms and promote healthier practices Inclusive social development

10. Transforming consumption and production patterns, learning how to live within planetary boundaries  Environmental issues and the conditions for agency (structural influences, improve awareness, improve willingness to act, indigenous perspectives, how to build knowledge and agency)  Sustainable Consumers (voluntary changes in habits)  Sustainable Producers (individuals, SMEs, corporations)  Resilience and adaptation to climate change impacts  Evidence/examples linked to climate change, biodiversity loss, resource scarcity, and pollution prevention and control to be interwoven Environmental sustainability

11.  Education’s role in increasing political participation  Functioning of the justice system Governing  Effective and capable institutions  Financing for sustainable development  Integrated planning to be interwoven into discussion … and fulfil the sustainable development agenda to achieve peaceful and inclusive societies…

12. Spatial dimensions of development Cities & Human Settlements

13.  An urbanizing world - the scale and speed of urbanization presents an intensification of challenges and opportunities  Spatial issues are more than dichotomous rural-urban issues and often not nation state bound  Education as key intermediary for capitalizing on the physical, intellectual and social capital available in cities, and leveraging appropriate opportunities in smaller sized human settlements  Understand urbanization in terms of economic, social, environmental and governance dimensions to highlight key education and learning ideas Motivation: why analyse spatial dimensions of development?

14.  Relevant education and skills for farm and non-farm employment  To access urban markets, for micro-enterprise development  To enhance agricultural productivity and ensure food security  Education planning given shrinking populations and low density  Implications of demographic changes for education planning  Retaining educated populations for rural productivity Rural development in the context of rapid urbanization

15.  Cities require a concentration of highly educated populations for their functioning, productivity and competitiveness  Knowledge clusters in cities are growth centres, and likely to foster the technology-based innovations needed for sustainability challenges  The informal sector has major productivity and innovation potential to help develop localized solutions and influence the formal sector Productivity and innovation

16.  Documenting the inequality in living conditions, especially in education  Better understanding the extent of inequality with spatial mapping analysis  School choice (public versus private, and other) as a cause and consequence of stratification  Social complexity of city environments  Crime and violence, and its links with educational opportunity  High levels of diversity – education attempts to increase inclusiveness Inequality and social complexity

17.  Cities as intense sites of consumption and production  Lowering consumption and preventing waste  Mass transit and cycling for sustainable urban mobility  Promoting healthier lifestyles  Water, sanitation and hygiene practices  Comprehensive and sustained approaches, which include education and learning interventions, are required for changes in behaviour  Lowering consumption -> growing awareness, but even in the most motivated contexts there is a lack of supportive government and corporate environment Promoting environmentally and socially sustainable behaviour

18.  Evolution in professional urban planning and implementation – emphasis on local relevance, complexity of urban problems  Participatory governance - Using knowledge as a means to empower and exercise collaborative governance  Global networks of city governance  Transnational city networks and learning partnerships  Mayors are prominent and linked to major cross-cutting networks (e.g. C40)  Challenges faced by city governments  “19 th century institutions trying to fulfil the requirements of a 21 st century world”  Constraints of local government capacity, jurisdiction, financing; balancing growth and inclusion goals Planning and governing the future city

19.  Education as vitally important for knowledge-based urban development  To change behaviour and reduce inequality, learning interventions need to be integrated into comprehensive interventions that are driven by inclusionary planning, and have popular, political and corporate support  Need an emphasis on understanding and leveraging formal and informal knowledge networks, and utilizing knowledge- driven collaborative, adaptive governance  Prioritizing education in an integrated city governance framework will require outreach by education stakeholders, and legislative mandate and funding Emergent conclusions

20. Financing as a key means of implementation Financing for sustainable development

21. Financing within monitoring section Financial policies promoting equity Aid for scholarships Prospects for developing national education accounts Prospects for improving financial data Part I: situating finance in the monitoring of education goals

22. Financing for sustainable development Domestic resource mobilisation Integrated financial planning (at national and global level) Aid’s role in catalysing additional resources Governance of education resources and service delivery Part II: situating finance in the SDG agenda

23. Domestic resource mobilisation for education “Strengthen domestic resource mobilisation, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection” (SDG 17.1) Issues to be addressed are: 1.Role of education: The importance of the education sector in building the foundation for a sustainable tax culture 2.Extra resources for education: Different mechanisms through which additional resources can be mobilised for education between now and 2030 3.Collection and spending: The linkage between government revenue collected through tax and government expenditure e.g. tax earmarking 4.Impact on wealth inequalities: Link between the types of tax mobilisation and social spending and the impact this has on affecting wealth distribution 5.Sustainability: Sustainability of revenue collection today from natural reserves to be spent on future generations on education e.g. windfall funds for educating future generations

24. Integrated financial planning in the education sector “Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilise financial resources to support the achievement of the SDGs in all countries” (SDG 17.16) National level perspectives Whole-of-government approaches are moves away from isolated silos in response to the growing complexities of many problems requiring collaborative response. Integrated finance planning is one of these approaches 1.UN Surveys reports that 65% of high-income countries have a whole-of-government approach compared to 2% in low income countries 2.Based on budget data for 78 countries, GMR will analyse the extent of integrated planning practices. Two/ three case studies will consider integrated financial planning from the following perspectives: (a) across different sectors (e.g. health, water & sanitation and education (b) between different stakeholders (e.g. government, development partners) (c) between different levels of government (e.g. national and local) (d) between different sub-sectors of education (e.g. ECCE, primary education) 3.Case study approach will also piece together where resources for different areas of education are coming from within the government budget

25. Integrated financial planning in the education sector Donor perspectives Donor agency Work would build on the ongoing work being done by OECD and ODI on what the development agency of the future would look like. The GMR focus would specifically be on: 1. Integrated planning within donor agencies: across multiple departments, across sectors, between different sub-sectors of education Global level 1.Integrated planning at global level between donor agencies: division of labour between sectors, sub-sectors of education, recipient countries 2.The multilateral aid architecture - what it is now: A fragmented multilateral landscape: over 200 agencies with their own global governance structure Trends in how bilateral donors are using the multilateral system to channel funds: un-earmarked funding being overtaken by earmarked funding or that through multilateral vertical funds e.g. GPE 3. What a global aid architecture for education would need to look like for a post- 2015 framework: a focus on the role of the Global Partnership for Education

26. Governance and service delivery in the education sector Any debate on education financing in the post-2015 era would need to explore the reasons for the asymmetric relation between investment and the provision of good quality public services. Ideally good governance (transparency and accountability and the effect on resource allocation) equals good service delivery (efficiency, effectiveness and equity). In practice while the link between transparency and accountability is strong, the causal impact of more transparency on better service delivery is less conclusive. Areas the section would look at are: 1.Mapping of successful governance reforms: Governance reforms, and how they are implemented and the unlocking of efficiency gains for scarce resources which lead to better service delivery. 2.The particular role that education can play in affecting better fiscal governance: Examining case studies where the role of educating stake-holders in matters relating to public finance has led to positive outcomes on indicators of governance relating to spending 3.Decentralisation of fiscal functions: The link between governance issues relating to fiscal transparency, accountability and resource allocation and the effect on service delivery in education sector within various decentralised settings

27. Unlocking the resources needed to meet the SDGs “Mobilise additional financial resources for developing countries from multiple sources” (SDG 17.3) With the cost of implementing the SDGs projected to cost trillions rather than billions, how can additional resources for education be mobilised to ensure sustainability of financing? Two specific areas to be explored further will be: 1.Social Impact Bonds/ Development Impact Bonds Drawing on the experience of the 47 Social Impact Bonds globally the section will look at the viability of such a model for education and the funding mechanisms in use 2.Donor support to improving Domestic Resource Mobilisation Current overview of which donors are supporting DRM; what donors are doing in relation to DRM; which countries are receiving support and whether donors’ DRM disbursements are helping increase expenditure to social sectors.

28.  Gaps in knowledge  Balance between education perspective and the SDG perspective  Relevant case studies given ideas and approaches presented Discussion