Framework for Action

Transcription

1 Framework for Action Margarete Sachs-Israel EFA Team, UNESCO Sub-Saharan Africa Regional Ministerial Conference on Education Post-2015 Kigali, February 2015

2 Content Vision and Guiding Principles Goal, Targets, Indicators and Benchmarks Operationalizing the Agenda (national, regional, global) Coordination and Partnerships (UN, civil society, private sector, research community, youth) Governance and Accountability Financing Monitoring Framework for Action 2

3 Purpose Unpacks the education goal and targets. Provides support and guidance for the implementation of the post education agenda at global, regional and national level. Requires different strategies and measurement at each level Proposes strategies and actions Defines coordination and monitoring mechanisms Describes partnerships Spells out means of implementation 3

4 Part I Setting the scene Vision and guiding principles of education post-2015 Builds on EFA, recognizes its continued relevance, but goes beyond Human rights-based Universally relevant Framework for Action Education is at the heart of sustainable development Integral part of the sustainable development agenda Key focus: Equity and gender equality, quality and learning 4

5 Framework for Action Part II - What are we aiming at? What should be measured? Goal and Targets (OWG goal and targets with some technical revisions) Indicators : proposes a.) core indicators which are available now and b.) indicators to be aspired for within the next 3-5 years which require further work Proposes strategic core indicators for each target, (input, output, outcomes, equity and quality) 5

6 Part III - Implementation strategies - What does it take to get there? OWG para 18: Targets are defined as aspirational global targets, with each government setting its own national targets guided by the global level of ambition, but taking into account national circumstances. Translating the global vision into national action Develop a national vision for the global agenda based on the specific country context and requirements for education; Identify a baseline and develop projections to identify possible paths towards proposed targets; Analyse and review existing education plans to identify gaps with respect to achieving the new education targets and incorporate relevant new actions when the plan is next updated; Develop a financing strategy to ensure sufficient resources. 6

7 Part III - Implementation strategies - What does it take to get there? Take in account the starting points of countries to ensure that the national targets are fairly set and the assessment of performance respects the differences of particular contexts. Baseline of 2015 and projections of where different groups of countries will be in 2030 for 4 indicators (ECCE, primary and secondary attainment and adult literacy) 7

8 Baselines and Projections As of 2015, 84% of year olds attain primary education. By 2030, the attainment rate is projected to be 89% - corresponding, respectively, to 76% in low income countries, 92% in lower middle income countries and 98% in upper middle income countries. As of 2015, 67% of year olds attain lower secondary education. By 2030, the attainment rate is projected to be 76% - corresponding, respectively, to 50% in low income countries, 80% in lower middle income countries and 92% in upper middle income countries. As of 2015, 38% of year olds attain upper secondary education. By 2030, the attainment rate is projected to be 50% - corresponding, respectively, to 26% in low income countries, 52% in lower middle income countries and 63% in upper middle income countries. 8

9 Part III - Implementation strategies - What does it take to get there? Proposed strategic areas for action: Policies and strategies; Equity, inclusion and gender equality; Quality and effective delivery; Monitoring, reporting and evaluation. 9

10 Example Teachers: Policies and strategies Expected change: Teaching profession enjoys the equivalent social and professional status as other comparable professions, and attracts the best students to become teachers and stay in the profession. Increase the standards of admission to the teaching profession, with the minimum entry requirements set as the successful completion of secondary education determined by national standards for success (hence teacher training becomes tertiary level education). Set standards to provide decent working conditions and to secure adequate remuneration equivalent to other professions and qualifications in the public service leading to a career plan Diversify teacher education content and delivery, including the use of technology and distance education, while ensuring quality and equity with appropriate regulations and monitoring by the government, by engaging and partnering with non-state actors, especially in times of post-conflict/post-disaster situation and fragile contexts and for the purposes of country-wide access to on-going professional development. Engage 10 with non-state actors but under a unified state system/policy.

11 Part III - Implementation strategies - What does it take to get there? Implementation Mechanisms Coordination and partnerships (Governments, UN, civil society, private sector, academia, youth, etc.) Governance and Accountability Financing (domestic and development partners, innovative financing; etc.) Monitoring, reporting and evaluation (global, regional and national) 11

12 THANK YOU! 12