1. Regional Coordination Group on SDG4-Education 2030 (West and Central Africa) Consultation Meeting UNESCO Regional Office Dakar, 19 May 2016

2. AGENDA 4. 2. 3. 1. 5. Introduction Why What How Next

3. INTRODUCTION

4. Process and Key Milestones Multi-layered consultation process from 2012 to 2015 Global Sub-Saharan AfricaNational Muscat Agreement (May 2014) Open Working Group (OWG) proposal on the SDGs, incl. SDG 4 (Sep 2014), World Education Forum 2015 and Incheon Declaration (May 2015) Transforming our World - Agenda 2030 for Sustainable Development adopted UNGA (Sep 2015), with 17 SDGs SDG4-Education 2030 Framework for Action adopted (Nov 2015) Sub-Saharan Africa 2015 EFA Review Report Sub-Saharan Africa Regional Education Conference (Feb 2015 in Kigali, Rwanda) Regional consultation and dialogue on Education 2030 Framework for Action for West and Central Africa: Towards inclusive and equitable quality education and lifelong learning for all (Nov 2015 in Dakar, Senegal) EFA Questionnaire: 24 countries (2014) Case study: 13 countries (2014) National Education 2030 consultation: 16 countries (2014) National EFA reports: 38 countries (2014-15)

5. From a Millennium Development Agenda (2015) towards a New Sustainable Development Agenda (2030) Six EFA Goals Early childhood care and education (ECCE) Universal primary education (UPE) Learning needs of all young people and adults Adult literacy Gender equality Education quality MDGs relating to education Goal 2: Achieve universal primary education (completion of primary schooling) Goal 3: Promote gender equality and empower women (elimination of gender disparity in primary and secondary education by 2005 and at all levels of education by 2015)

6. One Education Agenda: SDG4-Education2030 Sustainable Development Goal (SDG) 4 – an integral part of the 2030 Agenda for Sustainable Development SDG 4: ‘ Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ Education at the heart of the 2030 Agenda for Sustainable Development and essential for the success of all interdependent SDGs ONE agenda: SDG 4 and Education 2030 Framework for Action (FFA) are ONE and NOT TWO parallel agendas  No separate national action plan for SDG4- Education 2030  FFA provides complementary guidance for the implementation of SDG4 (Education 2030)

7. SDG 4 Vision Comprehensive, holistic, ambitious, and universal (applicable to all countries) Addressing unfinished business of EFA and MDGs and current and future challenges Transformative, leaving no one behind, focusing on inclusion, equity, quality and lifelong (and life-wide) learning 7 targets + 3 means of implementation within SDG4 Governments to translate global targets into achievable national targets Specific and measurable indicators to develop at both country and regional levels

8. WHY

9. Experiences of EFA coordination Examples of successes: Examples of weaknesses:  Funding: Common framework for financial/technical support for national education plans (Fast Track Initiative- FTI/Global Partnership for Education-GPE)  Global monitoring of progress: EFA Global Monitoring Reports  Global Campaign for Education (GCE): civil society movement for EFA  Education in emergencies: Standardized and simple tool database (INEE)  HIV/AIDS: Analysis and intervention tools and funding of programmes on sexuality education and reproductive health  Out of School Children Initiative (OSCI): Estimation methods and reporting  Teachers: Methodological guide for analysis of teacher issues, guide for development of holistic policies, and joint financing (International Task Force for teachers)  Weak interaction between education goals and countries’ wider development goals  Poor communication between global, regional and national coordination levels that reduced receptiveness to country needs  Fragmentation of coordination mechanisms and initiatives contributing to their relative ineffectiveness, including at country level (multiplicity of steering and coordination bodies)  Lack of clarity concerning partner/ agency roles These important lessons should guide our design of the Education 2030 coordination mechanism.

10. Regional consultation on Education 2030 FFA for West and Central Africa Recommendations Integration of SDG4 and global targets into differing national policies/plans Institutional capacity development needs to address monitoring challenges at national level Establishment of a regional communication and coordination architecture Regular follow-up and monitoring on SDG 4 implementation and reporting at all levels More financing and more involved actors needed Key issues: Importance of all actors’ involvement in the Education 2030 process and local and national implementation Implication of the private sector in education development and financing Importance of domestic funding in Education 2030 Regularity of follow-up and monitoring Main Discussion points: Importance of financing issues Follow-up and monitoring Responsibility of the civil society Accountability of States and different stakeholders Continental and sub-regional entities’ involvement in the ED 2030 process

11. Effective coordination according to FFA Regional coordination Include all key education stakeholders Build on existing mechanisms and structures to the extent possible Build on existing partnerships, frameworks and mechanisms Effective regional collaboration, cooperation and monitoring Develop new modalities as needed for the expanded agenda Develop effective and accountable multi- stakeholder partnerships Global coordination UNESCO to lead and coordinate Education 2030 Global coordination mechanisms: Education 2030 Steering Committee Global education Meetings National coordination Led by education ministries using a government-wide approach Genuine involvement of all stakeholders Inclusive and equitable approach

12. WHAT

13.  To assess availability of data needed for production of SDG4 indicators and capacity gaps/needs of countries  To better understand the planning/monitoring context in which countries will integrate SDG4 and identify capacity gaps/support needs 39 out of 47 SSA countries responded WCA (20)ESA (19) AngolaDRCBotswanaNamibia BeninThe GambiaComorosSeychelles Burkina FasoGhanaDjiboutiSomalia BurundiGuineaEthiopiaSouth Africa CameroonMaliKenya South Sudan Cabo VerdeNigerLiberiaSwaziland CARNigeriaMadagascarUganda ChadSao TomeMalawiZambia CongoSenegalMauritiusZimbabwe Cote d'IvoireTogoMozambique Questions asked:  National planning context  Stakeholder dialogue and participation  Education sector reviews/analysis  Policy & programme formulation  Resource planning  Implementation  Monitoring & evaluation  Challenges for integrating the new global agenda into national sector planning and monitoring processes. Regional survey on national education sector planning

14. Number of ministries Number of countries Results % 1923% 2410% 3131333% 4821% 5410% 613% Global citizenship/peace education Gender equality in education Environmental education Sexuality or reproductive health education Occasionally connected with others ministries (Youth, Internal affairs & Peace building, Labour affairs, etc.) Regularly connected with ministries of women, family, gender, social affairs, etc. Often connected with environmental ministry Often connected with health ministry “Fragmented” management structures

15. Many countries feel that their sector plans already address many of the SDG4-E2030 targets notably Target 4.1 on universal primary & secondary education Education 2030 reflected within current ESP…

16.  Target 4.1 (general education) and Target 4.5 (gender equality) are reportedly well reflected in ESA (well represented in previous international agendas)  Target 4.2 (early childhood) and Target 4.7 (soft skills) seems to have been fairly well reflected in ESA  The other targets related to skills development in both formal and non-formal settings, post-secondary education and teachers are among those that are the most neglected SDG4 targets taken into consideration in ESA

17.  Primary and secondary education are included in M&E frameworks of all reported countries  ECCE, Higher Education, TVET and NFE are less integrated  New emerging areas, such as global citizenship, environmental education and reproductive health are given less attention in current M&E frameworks New data requirements in the context of Education 2030 will likely drive reforms of M&E frameworks in many countries Integration of subsectors/thematic areas into M&E frameworks

18.  Almost all countries have established mechanisms for consulting / coordinating with various stakeholders and overall majority perceived them to be effective  Most successful when primary stakeholders are actively engaged in meetings and reviews. Perceived difficulties, especially among “direct” stakeholders (teachers, administrators, parents, students) was often conflicts between them as well as the difficulty to identify appropriate representatives to voice their concerns.  Sector dialogue at all stages of the education policy/planning cycle, but reportedly less at sector review/analysis phase  ESA often conducted by consultants with funding from development partners and with relatively limited participation of national stakeholders Fairly effective sector dialogue/coordination mechanisms

19. Major ChallengesProposed Measures Funding-Wider stakeholder participation -Diversification of education programmes -Professionalization of higher education, renewed focus on entrepreneurship, scientific and technical disciplines -Use of new technologies in education delivery -Lobbying for increased donor support Weak capacities  Teachers  Managing and monitoring education development -Motivating and professionalizing the teaching force -Capacity of managers to adapt curriculum & learning to needs of communities and socio-economic contexts -Ensuring minimum educational materials & resources especially for disadvantaged children -Promoting capacities in literacy & national languages -More attention from development partners in supporting strengthening of human & institutional capacities of MoE in managing & monitoring skills acquisition Need for more technical guidelines, advocacy and communication on the new education agenda and its integration into national policy formulation & implementation -The need to review current sector policies and plans in view of integration of the SDG4-ED2030 targets -Strengthening management capacities to plan and monitor education policy implementation and to advocate education SDG at all levels. Overcoming perceived challenges

20. Asia Pacific partnerships Regional coordination mechanism for SDG 4: Asia and the Pacific Working together: A multi-level partnership ‘ecosystem’ Regional networks and initiatives 'Sub-regional' partnerships Country level partnerships Civil Society (CSOs) SDG 4 Sector Working Group  South Asia EFA Forum  Pacific Education Forum  Central Asian Republics and Kazakhstan (CARK) Education Forum  Southeast Asia Ministers of Education Organization (SEAMEO) Research Institute/ networks  SAARC  PIF  CAREC  ASEAN Regional Mechanism for SDG 4 UN partner agencies UNESCO category 1 and category 2 institutes Bilateral Partners Regional Development Banks ASPBAEARNEC EAP-UNGEI AP MLE-WG Regional thematic working groups (TWGs) under the Regional Coordination Mechanism (RCM) A new TOR for the TWG on Education 2030+ All co-convenors of Education 2030 to become members of the renewed TWG TWG Retreat on 18 May to discuss in detail the collaboration with co-convening agencies Chair/co-chair: UNESCO and UNICEF; Participating UN agencies: UNICEF (EAPRO), UNESCAP, ILO, FAO, UNEP, UN WOMEN, UNHCR; Focus SDGs: Goal 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all; Goal 5 - Achieve gender equality and empower all women and girls; Goal 13 - Take urgent action to combat climate change and its impacts Asia-Pacific Meeting on Education 2030 (APMED2030) each year, the second planned in November 2016.

21. Regional coordination mechanism for SDG 4: Arab States region

22. Link between SDG4 and the other SDGs Source: Elaboration Katia Vladimirova. Graph Credit: Michael Dayan.

23. SDG4 and SDGs Health: 3.7 - By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes Economic Growth and Employment: 8.6 - By 2020, substantially reduce the proportion of youth not in employment, education or training Sustainable consumption and production: 12.8 - By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature Climate change: 13.3 - Improve education, awareness and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning Many other goals and targets to which education contributes. Avoid silo approach = ensuring implementation of education-related targets in other SDGs (health, economic growth, climate, etc.) and vice versa

24. Regional coordination mechanism for SDG 4: Purpose The purpose of the proposed WCA regional coordination group is :  Provide a regional platform for dialogue, exchange of good practices, communication and advocacy on SDG4 and other related goals  where all major regional actors involved in education development in WCA can come together to identify synergies, to define collective strategies, to coordinate actions and technical assistance, and to exchange best practices, tools and information.

25. Functions and tasks (1) Global suggestions for inclusive and efficient regional coordination include data collection and monitoring, including peer reviews among countries; mutual learning and exchange of good practices; regional policy-making; dialogue and partnerships with all relevant partners; formal meetings and high-level events; regional communication strategies; advocacy and resource mobilization; capacity building; and implementation of joint projects.

26. Functions and tasks (2) Possible examples of functions/tasks for the WCA regional coordination group Facilitate data collection and monitoring, including peer reviews among countries? Define common indicators on literacy, GCED, ESD, learning assessment, etc.? Mutual learning and exchange of good practices (in the form of policy dialogues, regular meetings, web portal, etc.)? Coordination of regional support to SDG4 integration into national plans? Ensuring that global-level are adapted for the region and accessible for country implementation? Regional partnerships and networking with all relevant partners? Regional advocacy and communication strategies? Resource mobilization? Capacity building (learning assessment, plan development, curriculum review, etc.)? Implementation of joint projects? In which areas?

27. HOW 1- Coordination among regional organizations 2- Interaction with the country level 3- Consultation with wider bodies 4- Group composition and secretariat  Need to establish subgroups (advocacy, financing, capacity building, strategic information, etc.)?  Channels of coordination/consultation/communication?  Through education ministries (and universities)?  Through member agencies’ country teams?  Through local education groups (LEGs)?  Education 2030 steering committee, AU, RCM, GPE?  Research community to provide evidence for informed decisions?  For what? Reporting, communication, financing, etc.?

28. NEXT 1. TORs for the regional coordination group2. Next meeting3. AOB