Capacity Development for Education. The CapED Programme at a glance

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Hilary Davis
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1 Capacity Development for Education The CapED Programme at a glance

WHY Education has the power to transform lives and is at the heart of UNESCO s mission to build peace, eradicate poverty and drive sustainable development.

2 WHY Education has the power to transform lives and is at the heart of UNESCO s mission to build peace, eradicate poverty and drive sustainable development. Right now, 750 million adults two-thirds women still lack basic literacy skills. Around 264 million children and youth are out of school and the international community must have almost 69 million new teachers to reach the 2030 education goals. These challenges can be tackled effectively through education reforms. However, these can only take place when countries have the capacities to put this change into action. As well as trained staff, countries need efficient organizational processes, functioning institutions and the tools and resources to design, implement and manage tailored education policies and plans. This is where the CapED Programme steps in. By mobilizing UNESCO s global network, the Programme provides selected countries with a cohesive package of support. It works alongside stakeholders to reinforce national capacities to undertake evidence-based education reforms that fit into their national priorities and respond to SDG4 commitments, in order to offer quality education opportunities to all. UNESCO/Glenna Gordon

3 WHAT CapED supports countries achieve key national priorities in the context of Sustainable Development Goal 4 (SDG4). CapED assists the development of more equal and sustainable societies by creating lifelong learning systems and increased learning opportunities for all. To this end, it focuses on three priority areas: EDUCATION POLICIES AND PLANS Operationalizing SDG4 through responsive education policies, plans and improved data collection and analysis. SKILLS FOR LIFE AND WORK TEACHERS Creation of lifelong learning systems and the effective delivery of relevant programmes on TVET, literacy and foundational skills. Comprehensive teacher policies and teacher training, with particular emphasis on gender-sensitive pedagogies. HOW CapED is a delivery platform that mobilizes UNESCO s global network and provides countries with a wide range of expert competencies. It uses a participatory approach to build national ownership and promotes partnerships at all levels. This contributes to programme alignment among partners around national priorities and to use limited resources more efficiently. Individuals, organizations and institutions are all involved to allow sustainable change to take place. CapED provides assistance in its priority areas accross three levels: 1. Policy development, planning, ministerial coordination and education statistics 2. Tools and capacities to provide quality education, including teacher training, curricula and learning materials 3. Innovative skills development programmes targeting those most in need, particularly girls and women

4 Participating countries A closer look at some results CapED is currently working with 25 countries considered among those furthest away from achieving the SDG4 targets. As such, they need targeted support from the international community in their efforts to build equitable quality education systems. CapED focuses on Least Developed Countries, fragile countries in emergency situations and those recovering from conflict or disasters. Haiti is one of 10 countries where a pilot programme was launched to help the operationalization of SDG4. It reviews existing education policies, plans and legislation in light of SDG4 commitments and of the right to education. With support from the UNESCO Institute for Statistics, it seeks to improve national monitoring data to track progress towards national education priorities and SDG4. Education Policies and Plans Skills for Life and Work - with a focus on Literacy Skills for Life and Work - with a focus on TVET Teachers SDG4 Pilot Programme

5 Due to the conflict in the Syrian Arab Republic, the number of children enrolled in basic education decreased from 1 million to 400,000. CapED is providing intensive training of teachers in Aleppo and Damascus to conduct catch-up classes for children who missed a minimum of 4 years of schooling and second chance programmes for those who did not pass final exams. More than 51,000 children are benefitting from this initiative. Mauritania Mali Niger Benin Closing the gap in the availability of quality literacy educators is the focus in Senegal. The approach consists of training formal and non-formal teachers on literacy pedagogies and on establishing a process to recognise and certify those already engaged in literacy teaching. So far, more than 2,260 polyvalent teachers have been trained since the CapED-supported comprehensive teacher training strategy and supporting documents were launched in Liberia Togo Dem. Rep. of the Congo Za

6 Afghanistan Regional Arab States Chad Sudan Nepal Bangladesh Yemen South Sudan Burundi Uganda The integration of rural out-of-school youth into the world of work is the focus in Madagascar. CapED supports 26 vocational training centres in aligning their skills development programmes to local labour market needs. These centres become bridges between the individual aspirations of rural youth seeking to improve their lives and the jobs and other economic opportunities found in their regions. More than 2,500 learners have already acquired the relevant foundational, vocational and entrepreneurial skills.

7 To assist Lao PDR improve early grades learning outcomes, CapED supported the training of 2,000 primary school teachers on teaching basic literacy skills to young learners. Trainees represented 1,886 primary schools from all 18 provinces of the country, many of which are multi-ethnic and multilingual. Cambodia CapED s support in education data and management in Myanmar is a clear example of the Programme s multi-layered approach to capacity development, targeting the institutional, organizational and individual levels. Several policy consultations, hands-on training and pilot initiatives are paving the way for the country s first education statistical yearbook. In addition, 95.6% of all basic education schools in the country were mapped to their precise geospatial coordinates, providing essential additional elements for school building provision and teacher deployment.

8 UNESCO Education Sector Education is UNESCO s top priority because it is a basic human right and the foundation on which to build peace and drive sustainable development. UNESCO is the United Nations specialized agency for education and the Education Sector provides global and regional leadership in education, strengthens national education systems and responds to contemporary global challenges through education with a special focus on gender equality and Africa. The Global Education 2030 Agenda UNESCO, as the United Nations specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by Education, essential to achieve all of these goals, has its own dedicated Goal 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments. Education Sector United Nations Cultural Organization The CapED Programme is generously supported by: Stay in touch ED/ESC/CDF/2017/01 Unit for Capacity Development and Field Support caped@unesco.org en.unesco.org/themes/education-21stcentury/caped

MEASURING GENDER EQUALITY IN EDUCATION: LESSONS FROM 43 COUNTRIES

GIRL Center Research Brief No. 2 October 2017 MEASURING GENDER EQUALITY IN EDUCATION: LESSONS FROM 43 COUNTRIES STEPHANIE PSAKI, KATHARINE MCCARTHY, AND BARBARA S. MENSCH The Girl Innovation, Research,