Second SDG-Education 2030

Steering Committee Meeting

Background Documents

8–9 December 2016 Room X, UNESCO Headquarters, Paris

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Table of Contents

SDG-Education 2030 Steering Committee Meeting Draft Programme ....................... 5

Global Education Monitoring Report Background note and proposed discussion and

decision points ......................................................................................................... 11

UIS and implementation of the SDG 4 – Education 2030 agenda : Background note

and proposed discussion and decision points .......................................................... 19

The Learning Generation – Investing in Education for a Changing World – A Report of

the International Commission on Financing Global Education Opportunity: Summary

of the recommendations of the Report and proposed discussion and decision points

................................................................................................................................. 33

SDG4-Education 2030 Champion countries : Background note and proposed

discussion and decision points ................................................................................. 35

Draft Proposal for possible Advocacy Activities for SDG-Education 2030 Steering

Committee Members ............................................................................................... 39

Proposed Role of regional /sub-regional organizations in supporting the

implementation of SDG4-Education 2030 ................................................................ 45

Coordination and cooperation in the implementation of SDG4-Education 2030:

Background note and proposed discussion and decision points............................... 47

SDG-Education 2030 Steering Committee Terms of Reference ................................ 55

List of SDG‐Education 2030 SC Members 2016 ........................................................ 61

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SDG-Education 2030 Steering Committee Meeting Draft Programme

8–9 December 2016

Expected outcomes and decisions:

1. Global

Further definition of the role and activities of the Steering Committee (SC) in terms of

advocacy, reviewing progress, financing, and regional strategies and coordination

2. Specific

SC response and recommendations for follow-up to the Global Education Monitoring

Report (GEMR 2016), discussion on possible activities of the SC as a follow up to the

report and comments of the SC on the outline of the GEM 2017 report (Theme:

Accountability)

Endorsement of thematic indicators based on the proposal from Technical Cooperation

Group (TCG) based on conclusions reached at the TCG meeting in Madrid, 26-28 October

2016 and agreement on how the SC could support initiatives to implement the SDG4–

Education 2030 indicator frameworks at national, regional and global levels

SC response to the “Learning Generation Report” of the International Commission on

Financing Global Education Opportunity and recommendations for follow-up by the SC

Decision on the proposal for establishing SDG4-Education 2030 Champion countries

Agreement on SC advocacy activities to support the achievement of SDG4-Education 2030

Agreement on activities of regional organizations

Agreement on coordination and cooperation activities (GEM, SC contribution to the HLPF)

Adoption of a SC “roadmap of activities” for 2017 and 2018, including working groups and

other processes for its execution

Strategic information-sharing and discussion on:

SDG developments at global level

Update on Activities for SDG-ED 2030 implementation (UNESCO and members of the SC)

International Commission on Financing Global Education Opportunity report

2016 Global Education 2030 Monitoring (GEM) Report

Global and thematic SDG 4 indicators

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8 December 2016, Room X

08.30 – 9.00 Welcome coffee/tea

09.00 – 09.45 Opening Session

Welcome by H.E. Michael Worbs, Chairperson of the Executive Board of UNESCO

Opening statement by Irina Bokova, Director-General of UNESCO

Special Address by H.E. Dessima Williams, Special Adviser for the Implementation of the Sustainable Development Goals, Office of the President of the UN General Assembly

Introduction and adoption of the Agenda, Dankert Vedeler, Assistant Director-General, Ministry of Education, Norway, Co-Chair of the SC

09.45 – 10.45 Implementation of SDG4-Education 2030

Chair: Dankert Vedeler, Assistant Director-General, Ministry of Education, Norway; Co-Chair of SC

Panel 1: Key opportunities and challenges in the first year of implementing SDG4-Education 2030

(One Member State representative per regional group, E-9, civil society/NGOs, Teacher Organization)

10.45 – 11.00 Coffee/Tea break

11.00 – 12.00 Implementation of SDG4-Education 2030

Chair: H.E. Roberto Iván Aguilar Gómez, Minister of Education, Bolivia; Vice-Chair of the SC

Panel 2: Key opportunities and challenges in the first year of implementing SDG4-Education 2030 (SDG4-Education 2030 Co-convenors; OECD; GPE)

12.00 – 14.00 Lunch Break

14.00– 15.00 Presentation of the 2016 Global Education 2030 Monitoring (GEM) Report and the outline of 2017 report (theme: Accountability) Presenter: Aaron Benavot, Director, GEMR Chair: Maria Khan, Secretary-General, ASPBAE; Vice-Chair of the SC Discussion Formulation of recommendations on follow-up to the GEMR report Agreement on possible activities of the SC as a follow up to the report

15:00 - 16:00 Update on global and thematic indicators and on outcomes of meeting of TCG in October 2016

Update on selected activities of UIS to support the implementation of SDG4;

Chair: Dankert Vedeler, Assistant Director-General, Ministry of Education, Norway; Co-Chair of SC

Presenter: Silvia Montoya, Director, UNESCO Institute for Statistics

Endorsement of thematic indicators based on proposal from TCG Discussion and agreement on how SC could support initiatives to implement the

SDG4–Education 2030 indicator frameworks

16:00 – 16.15 Coffee/tea break

16.15 – 17.00 Presentation and debate on the International Commission on Financing Global Education Opportunity Report Presenter and Chair: Jordan Naidoo, Director, Division for Education 2030 Support and Coordination, UNESCO Discussion in plenary Formulation of SC position and recommendations for follow-up by the SC

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9 December 2016, Room X

9.30 – 10.30 SDG4-Education 2030 Champion countries Chair: Qian Tang, Assistant-Director-General for Education, UNESCO Presenter: Sobhi Tawil, Chief, Section for Partnerships, Cooperation and Research, Division for Education 2030 Support and Coordination, UNESCO

Presentation of proposal for establishing SDG4-Education 2030 Champion countries

Discussion and decision

10.30 – 11.00 Coffee/tea break

11.00 – 12.30 Joint advocacy and communication strategy and activities of SC Presenter and Chair: Morgan Strecker, Education Specialist, UNICEF and Sarah Beardmore, Senior Strategy and Policy Specialist, GPE

Presentation of proposed advocacy activities Discussion Agreement on concrete advocacy activities and the way forward

12.30 – 14.00 Lunch break

14.00 – 15.00 Regional strategies and coordination Chair: Prof. Kazuhiro Yoshida, Hiroshima University; Vice-Chair of the SC

Panel 3: Role of regional /sub-regional organizations in supporting the implementation of SDG4-Education 2030 and the integration of SDG4-Education 2030 into regional strategic frameworks in education and training, based on current frameworks (Regional Organizations of the SC and invited regional organizations)

Discussion in plenary and recommendations Agreement on activities of regional organization

15.00 – 15.15 Coffee/tea

15.15 – 16.00 Global coordination and cooperation Chair: Jordan Naidoo, Director, Division for Education 2030 Support and Coordination, UNESCO

Discussion and agreement on the Global Education Meeting Discussion of contribution of the SC to the HLPF Decision on Affiliated Members from the private sector and foundations

16.00– 17.00 Discussion and agreement of a rolling road map in 2017 and 2018 for the SC including activities in: Reviewing Progress; Advocacy; Financing; Regional strategies and coordination; etc. Chair: Dankert Vedeler, Assistant Director-General, Ministry of Education, Norway; Co-Chair of the SC

Decision

17.00 Closing

Background Notes and

Discussion and

Decision Points

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Global Education Monitoring Report Background note and proposed discussion and

decision points

In 2015, at the World Education Forum, the Global Education Monitoring (GEM) Report was

mandated to become the mechanism for monitoring and reporting on the proposed SDG 4 and on

education in the other SDGs within the follow-up and review framework of the overall SDG agenda

specified in the report of the UN Secretary-General.

The World Education Forum entrusted UNESCO with coordinating the implementation of the

international education agenda. This led to the establishment of the SDG-Education 2030 Steering

Committee, which is tasked to:

provide strategic guidance, review progress drawing on the GEM Report, and make

recommendations to the education community on key priorities and catalytic actions to

achieve the new agenda;

monitor and advocate for adequate financing; and

encourage harmonization and coordination of partner activities.

Accordingly, this note presents: (1) the key findings of the 2016 GEM Report and potential follow-

up actions for the Steering Committee to consider based on the 2016 report’s recommendations;

and (2) an outline of the 2017 Report.

1. Key findings of 2016 GEM Report: Education for people and planet: Creating

sustainable futures for all

The 2016 GEM Report is the first in a fifteen-year series. It has two areas of focus:

First, it examines the reciprocal ties between SDG4 and the other 16 SDGs to identify

education’s catalytic role in achieving the overall 2030 Agenda as well as how education

systems need to respond to promote social, economic and environmental transformation.

Second, it discusses the challenges of monitoring progress of the new, expanded global

education goal.

1.1. Thematic part of the 2016 GEM Report

Education has enormous potential to accelerate progress towards all global sustainable

development goals, but needs a major rethink if it is to live up to those expectations. These are the

major areas for attention:

On current trends, the world will not achieve universal secondary completion until 2084.

Therefore, an urgent break with the past is needed to avoid being half a century late in fulfilling

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our education commitments and delaying even further the achievement of other key

outcomes.

Education systems must do more than just transfer knowledge. They must provide people with

skills and competences that can support the transition to greener growth and peaceful

coexistence. These include the abilities to: communicate effectively with people from other

cultures or countries; better understanding of other people’s thoughts, beliefs and feelings and

see the world from their perspective; adjust thoughts, feelings or behaviours to fit new

contexts and situations; and think critically to scrutinize and appraise information.

Given that the most critical decisions in the next 15 years will be taken by people who have

already left school, we must no longer think of education as something that only takes place

within schools and universities and embrace the idea of lifelong learning not just in words but

also in practice.

Possible Steering Committee follow-up actions emerging from the thematic part of the 2016

GEM Report

Evidence from the thematic part of the 2016 GEM Report points to the need to support

collaborations and synergies across sectors and partners at the local, national, regional and global

level. The communication strategy of the report has accordingly been based on reaching out, for

the first time, to other sectors through key global events. For example, findings of the Report have

been (or are scheduled to be) presented at:

COP22 with respect to the planet chapter (SDGs 12-15)

World Economic Forum with respect to the prosperity chapter (SDGs 1-2, 8-10 and 12)

Women Deliver Conference with respect to the people chapter (SDGs 3-7) and the gender

review

ADEA Triennale 2017 with respect to the peace chapter (SDG 16)

Habitat III with respect to the place chapter (SDG 11)

UN General Assembly side-event with ECOSOC, UNESCO, UN Women, UN Special Envoy for

Global Education, Norway, France, and OECD for the partnerships chapter (SDG 11)

The GEM Report argues that many professionals and policy makers possess a limited

understanding of how education can accelerate progress in other sectors. Factors and

perspectives related to education are too often absent from their respective strategic discussions,

even when education is viewed as a partner in their plans for change.

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The GEM Report recommends that over the next 12 months, drawing on the findings of the 2016 GEM Report and following its communication strategy, the Steering Committee members: a. Advocate the role of education in accelerating other SDG outcomes, calling upon all

ministries in their countries and regions (from agriculture to justice, from environment to health, from gender to innovation and especially finance and planning) to reconsider how education features in their plans and how they can engage in more integrated and multi-sector interventions; and

b. Open the debate on whether education systems are fit for purpose; in particular, initiate a process in their countries and regions to review and revise education aims, policies, curricula, textbooks, teacher preparation and assessment systems with reference to the needs of other sectors – and the sustainable development agenda

1.2. Monitoring part of the 2016 GEM Report

The Report presents information from multiple sources on potential baselines for the ten targets.

Key findings include the following:

While there is no consensus on the approach, data from UNICEF from 56 countries suggest

about 70% of 3-year-olds and 80% of 4-year-olds were ‘developmentally on track’ or ‘ready for

primary school’.

Globally, according to UIS data, there are 263 million children, adolescents and youth out of

primary and secondary school.

Globally, according to GEM Report / World Inequality Database on Education (WIDE)

estimates, 43% of youth complete upper secondary school. However, among poor girls in low

income countries the percentage is just 1%.

There is no consensus yet on the approach to monitor relevant and effective learning

outcomes in primary and secondary education but a process is being put in place through the

Global Alliance for Monitoring Learning that will prioritize the quality assurance of national

learning assessment systems.

34% of young people are enrolled in tertiary education according to UIS. However, less than

1% of the poorest youth in low and middle income countries complete at least 4 years of

tertiary education according to GEM Report / WIDE estimates. There is no established

approach to monitor affordability of access.

There are currently no tools to monitor global adult education participation. According to

Eurostat, 6% of adults attend formal education and 37% attend non-formal education in EU

countries. In low and lower middle income countries, 6% of adults had ever participated in a

literacy program according to GEM Report estimates.

While gender parity has been achieved on average in primary and secondary education in

2014, 54% of countries had not achieved gender parity in lower secondary education and 77%

in upper secondary according to UIS data. Very few countries have achieved gender parity in

tertiary education.

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In monitoring gender equality, we need to supplement gender parity measures with measures

of inequality in classroom processes and education systems.

Monitoring education of good quality cannot be reduced to only measuring foundational skills

in reading and mathematics. A broader view of education content, processes and outcomes is

necessary. For example, according to the GEM Report, fewer than half of 78 national curricula

mention climate change, while only half of secondary school textbooks mention human rights.

With respect to finance:

At least 35 countries spend less than both minimum thresholds proposed in the Incheon

Declaration, namely 4% of GDP and 15% of total public expenditure, according to UIS data.

Aid needs to increase at least six-fold to fill the US$39 billion annual gap to reach the new

targets. But in 2014, aid levels were 8% lower than at their peak in 2010 according to GEM

Report analysis using OECD CRS data. Low income countries received 28% of total aid to basic

education in 2014 while accounting for 36% of all out-of-school children.

The share of households in total education expenditure was 18% in high income, 34% in

middle income and 49% in low income countries according to GEM Report analysis based on

50 countries.

Possible Steering Committee follow-up actions emerging from the monitoring part of the 2016

GEM Report

For every SDG4 target, the monitoring part of the GEM Report provides a comprehensive overview

of the monitoring challenges. It identifies the central concepts in each target formulation,

discusses the extent to which the global and thematic indicators reflect these concepts, asks

whether the methodology of the indicators is well established, and identifies tools – whether

currently available or in need of development – to collect relevant data. The report makes a timely

contribution to the debate on what should be monitored, and how, both globally and nationally.

To meet a broad and, in some instances, daunting education monitoring agenda, the GEM Report

presents summary recommendations at three levels.

At the national level:

Ministries of education need to work closer with their national statistical agencies, which often

tend to superior information on education inequality through household and labour force

surveys.

Countries should establish or improve the quality of national learning assessments to monitor

progress in a broad range of learning outcomes over time and use the results to improve

teaching and learning.

The quality of education cannot be seen only through learning outcomes. Countries need to

assess how curricula, textbooks and teacher education programs address tolerance, human

rights, and sustainability.

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Countries need to begin monitoring adult education opportunities since lifelong learning is at

the heart of the new agenda.

Ministries of education in low and middle income countries must wake up to the fact that

household spending on education is too high, in some cases even exceeding government

spending.

While technical work is ongoing on several fronts, political commitment and increased resources

will be necessary for progress to be made.

The GEM Report recommends that over the next 12 months, Steering Committee members advocate in their countries on the following issues, where relevant liaising with - and building on the work of - the Technical Cooperation Group: a. Promote collaboration between education ministries and national statistical agencies to

monitor equity and other global indicators in education; b. Introduce or strengthen national learning assessments that provide information on system

outcomes at different levels; c. Initiate a review process of the content of policies, curricula, textbooks, teacher preparation

programmes and the ways they address topics on sustainable development and global citizenship;

d. Argue for the need to monitor formal and non-formal adult education opportunities and participation;

e. Push for reporting on total education expenditure to recognize government and household sources.

At the regional level:

The SDG4 monitoring framework places much emphasis on outcomes. For progress to be realized

governments need information not only on results but also on policies and interventions that are

especially effective. The most promising approach would be for countries to exchange ideas on

good practice of key education policies, programmes and reforms.

The GEM Report finds that regional associations and organizations are best placed to hold

productive discussions on policy dialogue and peer learning. The Report highlights examples in

Europe (Eurydice network of the European Union as part of the Education and Training 2020) and

Latin America (Metas 2021 of the Organization of Iberoamerican States). Several other regional

organizations have education as part of their mandate but have not yet initiated such policy

dialogue processes. Chapter 22 of the Report discusses this issue in detail.

The GEM Report recommends that over the next 12 months, Steering Committee members play a strong advocacy role on mobilizing regional organizations to introduce or expand platforms for policy dialogue.

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At the global level:

A new architecture on indicators is in place:

the Inter-Agency and Expert Group on SDG indicators for the global indicators; and

the Technical Cooperation Group for the SDG4 thematic indicators

These frameworks offer countries an important technical forum to contribute to the education

monitoring agenda. Currently, progress towards SDG4 targets, many of which have not yet been

measured on a global scale, requires political support for coordination. The Report offers three

recommendations:

In major cross-country multipurpose surveys (DHS, MICS and LSMS) few questions are

dedicated to education. There is a reluctance to add more questions, given many demands on

their resources. The question of an education-specific household survey needs to be revisited.

It could cover critical SDG4 issues – including, for example, participation in early childhood,

technical-vocational, tertiary or adult education; the use of language at home and in school;

information on school attendance; and the direct assessment of literacy and numeracy skills.

The Steering Committee should debate the advantages and disadvantages of introducing such

a tool to fill major gaps in education.

A coordinated approach is needed to support the monitoring of learning outcomes. Countries

need support to build relevant and robust national assessment systems. Many countries face a

multitude of assessment options that can stretch their capacity. A code of conduct among

international partners and a common pool of resources could help build national capacity,

improve access to knowledge networks, and avoid overlaps. While the relevant technical work

through the Global Alliance for Monitoring Learning is progressing, political support for

effectiveness needs to strengthen.

Finally, large differences in culture and contextual factors hamper comparable definitions of

key concepts in SDG4 targets – for example, early childhood development, relevant learning

outcomes in basic education, digital literacy or skills for global citizenship. While the statistical

work on operationalizing these concepts advances, there is a need to strengthen its research

basis. A global research hub should be established to support the comparative education

measurement agenda of SDG4, drawing on existing pools of national expertise. Education can

draw lessons from partnerships or networks in health or agriculture that have pooled research

resources to the same effect.

The GEM Report recommends that over the next 12 months, Steering Committee members address three issues of significance for a global education monitoring agenda: a. an education-specific international household survey program b. improved coordination in the support provided to national learning assessment systems c. a global research hub to support the challenges of comparative measurement in education

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The following links can be used to download the key outputs of the 2016 GEM Report. Full report Summary Youth version Policy brief

Gender review PLANET publication PLACE publication

2. Outline of the 2017 GEM Report on accountability in education

The 2017 GEM Report will highlight the complex, interdependent nature of accountability, provide

examples of well and poor performing policies, their surrounding contexts, and the requisite

enabling environments for actors to fulfil their responsibilities.

The Report will define accountability and discuss its historical development in education. It will

consider the perspectives and roles of key education actors, including governments, the

international community, schools, teachers, parents, students, civil society organizations and the

private sector. It aims to answer some basic questions for each actor:

Who is accountable and on what basis; to whom are they accountable; and for what purpose?

How are they currently held to account in different social, political, economic and cultural

contexts and with what success?

How do different approaches to accountability end up contributing to achieving the primary

aims of SDG 4: access, quality and equity?

What external factors such as resources, capacity, motivation and information make it more

likely for different approaches to accountability be successful?

What are the intended and unintended consequences of different approaches to

accountability in education?

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For discussion and decision by members of the SDG-Education 2030 Steering

Committee

1. Discuss before the meeting which recommendations of the 2016 GEM Report are to be

prioritized and then suggest proposals at the meeting of possible follow-up activities to be

undertaken.

2. The GEM Report recommends that the SDG-Education 2030 Steering Committee consider

taking the following actions as a collective body and through each member’s respective

regional and constituency-based networks.

Members should (i) reach out to other sectors to establish how education features in

their plans and how they can engage in integrated interventions; and (ii) advocate with

education ministries to review and revise education aims, policies, curricula, textbooks,

teacher preparation and assessment systems with reference to the needs of other sectors

– and the sustainable development agenda.

Members should mobilize regional organizations to introduce or expand platforms for

policy dialogue to make the SDG4 agenda more specific to the contexts of their regions.

3. Decide on whether and how to take action on the above recommendations.

4. As an item on the agenda for the next meeting of the Steering Committee, members should

report on the results of their efforts on the above.

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UIS and implementation of the SDG 4 – Education 2030 agenda : Background note and proposed

discussion and decision points

1. The leading role of the UNESCO Institute for Statistics in implementing the SDG -

Education 2030 measurement frameworks

The UIS, as the UN statistical agency for education, science, culture and communications is part of

a wider UN system, which supports Member States and coordinates statistical activities at the

global, regional and national levels. The UIS and other UN statistical agencies, through various

bodies, set measurement definitions, standards and recommendations which are formally

adopted by national statistical systems.

For example, the World Health Organization’s (WHO) measurement concept of live birth, agreed

upon by countries as the global standard, underlies key health indicators and is integrated into

national measurement systems. Likewise in the areas of its mandate, countries look to UNESCO as

the authoritative source for good practices in the area of education statistics. While national

statisticians align their work to national statistical and legal frameworks, they also follow UN

principles and recommendations, for example in designing questions about education in a national

population census, household survey or school census. These principles and recommendations are

generated through a broad-based and inclusive technical process which is validated by Member

States at the political level.

UN statistics, like those produced by the UIS, are based on data produced by national statistical

systems and directly provided by Member States, and in cases where they are not provided,

indicators may be published after validation by countries. In the context of the SDGs, where

decisions and lines of action are much more country-driven than in the past, the UIS has

implemented an approach which is participatory, transparent and open to countries starting at the

stage of defining indicators.

This is reflected in the Education 2030 Framework for Action, which clearly articulates the key

roles of the UIS. For the indicators…UIS will remain the official source of cross-nationally

comparable data on education. It will continue to produce international monitoring indicators

based on its annual education survey and on other data sources that guarantee international

comparability for more than 200 countries and territories. In addition to collecting data, the UIS

will work with partners to develop new indicators, statistical approaches and monitoring tools to

better assess progress across the targets…

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The UIS is advancing this agenda

through a wide range of initiatives

(see Figure 1). Close cooperation

among partners is necessary to

strengthen the relevant

measurement and monitoring

capacities of Member States. The UIS

plays an active role to facilitate

sharing of best practices with a view

to strengthening country data

systems to monitor the key themes

of Education 2030, such as equity,

inclusion, quality and learning.

Figure 1. Data reporting, dissemination and development

The overall roadmap is described in the Sustainable Development Data Digest which was

published by the UIS in August 2016.

The Digest, entitled Laying the Foundation to Measure

Sustainable Development Goal 4, shows that many countries

struggle to produce the data that are needed today and will

find it even harder to gather the finely-tuned education data

that are needed in the coming years, given the vast ambitions

of the SDG agenda.

To address this challenge, the Digest presents a global

strategy involving countries, UN agencies, donors and civil

society groups to gather the necessary data and implement a

new measurement framework.

This document provides an update on the UIS Sustainable Development Data Digest and UIS

efforts to advance the measurement agenda at the global level (IAEG); at the thematic level (TCG)

and through special data initiatives to improve global measures of learning outcomes (GAML) and

equity (IAG-EII).

2. Update on the meeting of the IAEG-SDGs and the global indicator framework

The Inter Agency Expert Group (IAEG-SDGs) was established by the UN Statistical Commission in

March 2015 to develop the proposal for a global indicator framework for the follow-up and review

of the 2030 Agenda for Sustainable Development. Its 27 member countries, represented by

experts from national statistical offices, have been nominated by their respective regions.

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International and regional organizations, other countries and civil society attend the meetings as

observers and provide advice in their respective fields of expertise.

The expert group met in Geneva in November 2016 to advance efforts to refine the list of the

global indicators for the follow-up and review of all SDG indicators.

The expert group discussed the tier classifications of selected indicators and possible refinements

to indicators. Proposals for possible additional global indicators will be considered during 2017

and, if agreed by the IAEG-SDG members, will be recommended for endorsement by the UN

Statistical Commission in 2018. Two substantive reviews of the global framework are planned for

2019 and 2024 respectively resulting in possible further revisions for endorsement by the UN

Statistical Commission in 2020 and 2025.

No indicators for SDG 4 - Education 2030 were considered for refinement by the IAEG-SDGs.

The tier classifications of two global education indicators were modified. Following the submission

of a technical note on recent methodological developments regarding global indicator 4.1.1, the

UIS was invited to take part in the private session of the IAEG-SDG meeting where it was

successfully argued that the tier classification of parts (b) primary and (c) lower secondary should

be raised from Tier III to II. Part (a) early grades remains as Tier III. The tier classification for

Indicator 4.2.2 will be corrected from Tier II to Tier I as a result of an error in the most recent list. It

was also clear from the discussions during the private session that the TCG’s recommendations for

additional global indicators for Targets 4.1 and 4.b are under serious consideration.

3. Update on the Technical Cooperation Group and the development of thematic

indicators

To lead the development and implementation of thematic indicators for education, the UNESCO

Institute for Statistics and UNESCO ED/ESC convened the Technical Cooperation Group on the

Indicators for SDG4-Education 2030 (TCG) in May 2016. It provides a platform to discuss and

develop the indicators used to monitor targets in an inclusive and transparent manner. It makes

recommendations to the UIS on the actions needed to improve data availability and on the

development of methodologies to produce thematic indicators. It includes experts from 28

Member States, international partners (OECD, UNESCO, UNICEF and the World Bank) and civil

society (Education International and Collective Consultation on NGOs) and the co-chair of the

Education 2030 Steering Committee.

Based on the recommendations of the TAG, the Education 2030 Framework for Action (FFA)

proposed 43 thematic indicators which included the 11 global monitoring indicators determined

by the IAEG-SDGs. While each global indicator focuses on the outcomes of a SDG4 target (such as

the percentage of children meeting a minimum proficiency level in reading), the broader set of

thematic indicators are designed to cover the broader agenda and factors that could be addressed

in order to achieve each target.

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The TCG met in October 2016 where it agreed on a set of 29 indicators, 18 thematic and 11 global,

for reporting in 2017.

The remaining 14 thematic indicators were identified as requiring further developmental work

which will be addressed by new TCG working groups. In addition, eight of the indicators (mostly

global) for reporting in 2017 will require some further developmental work. More details on the

meeting is found on the TCG website: http://tcg.uis.unesco.org/resultoftcgmeeting.php.

Target 4.1 is under consideration for additional global indicators. The TCG submitted a joint

statement to the IAEG-SDGs recommending the adoption of either the out-of-school rate or the

completion rate as a possible additional global indicator for Target 4.1.

The TCG also supported a proposal from the IAEG-SDGs for a third global indicator on the years of

free education. The additional global indicators proposed are all currently thematic indicators.

Target 4.b is also under consideration though no feasible additional global indicators have so far

been identified by the UIS or other interested organizations such as OECD.

The TCG created new working groups chaired by Member States. The first group will strategize on

how best to address the methodological and availability issues related to the indicators requiring

further development. The second group will establish guidelines for reporting SDG4 data for

countries and international agencies. This aligns with the role of the UIS as the nexus between

national and international education data. The third group will identify capacity issues to report

specific indicators and develop the tools and resources so that countries can understand data

requirements, potential data sources and calculation methods. This group will elaborate a

mechanism to help countries develop their own National Strategy for the Development of

Education Statistics. Finally TCG members were encouraged to join Global Alliance to Monitor

Learning (GAML) task forces related to indicators on learning outcomes.

4. Making a difference in measuring learning: the Global Alliance to Monitor

Learning (GAML)

The UIS established GAML to help generate solutions to the technical challenges inherent in

generating a universal learning indicator and globally-comparable measurement. Its key objective

is to support Member States in building high quality and sustainable learning assessment systems

and ensuring reporting for SDG4 indicators.

GAML will produce the standards and guidelines for learning assessment and methodological

development to ensure national and global data reporting, including the following:

National Learning Assessments: Manual of good practices, Catalogue, Data Quality

Assessment Framework for Learning Assessment

Global Reporting: Global Framework for Reference, Standards for reporting, Data validation

protocols, Global Achievement Scale

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GAML operates as a platform for dialogue among diverse stakeholders to reach technical solutions

to SDG 4 measurement, including the creation of a framework to enable cross-nationally

comparable indicators of learning. It relies on a range of partners, including researchers, country

representatives, multi-lateral and bilateral organizations, funders and CSOs.

This exchange or dialogue is essential to resolve the broad questions raised by the measurement

of learning and to jointly identify and agree upon new solutions. Countries use a range of

measures to produce information on learning and education quality. Each measure has its pros

and cons but they share many common points and complementary functions. Against this

backdrop of diversity in perspectives and approaches, the international community has been

called upon to produce a succinct and globally comparable indicator of learning. How this

indicator should be produced is a central, pressing question. This process is most immediate for

decisions on Target 4.1, but will be equally important for resolving questions on measurement of

learning outcomes for other SDG targets, including 4.2, 4.4, 4.6, and 4.7.

The work is led by UIS with the support of technical partners to produce the technical documents

and guidelines. Task forces are being created in order to provide the UIS with recommendations

on how best to measure each target taking into account a wide range of organizational and

technical viewpoints. UIS will work with individual task force leads to identify the technical work

needed to advance new measures and manage technical partners in successfully completing the

tasks.

Global reporting scale

In particular, the development and agreement on global reporting scales are needed. As part of a

pragmatic approach to resolve these issues, the UIS has developed a database to produce ‘proxy’

indicators (which are not internationally-comparable) to be used for reporting purposes in the

interim.

Furthermore, the UIS is working on an initial methodology to anchor regional and international

learning assessments. This will enable UIS to produce a first database to cross-nationally assess the

share of pupils reaching low proficiency levels in December 2016. The database can be used as an

alternative for reporting on SDG 4.1 targets until other approaches, such as the universal learning

scale, are developed.

Meeting outcomes

Two GAML meetings have been held. At the first meeting in June 2016, measurement experts and

stakeholders came together to identify: 1) existing sources of data; 2) priority issues for each

target; and 3) options to create a platform for further discussion. The following points were

agreed upon:

National, regional and international assessments all provide valuable information on

progress towards learning goals.

24

There is a mandate and value in producing “universal” learning-related indicators for each

of the education targets, recognizing that there are multiple models for creating this

indicator. Specific plans for each target should be developed, beginning with the use of

existing data sources.

Work on Target 4.1.1 should begin and can help inform the methodology and path for

other targets related to learning outcomes.

GAML can serve as the technical platform to generate options and inputs to create

“universal” learning indicators, taking into account the various viewpoints of members.

Building on the results of the first meeting, the second GAML meeting in October 2016 addressed

three main themes: 1) identifying the key measurement issues to address within each target; 2)

proposing paths forward to achieve globally-comparable measurement with emphasis on work

thus far on Target 4.1; and 3) defining the governance structure and scope of work for GAML for

the next year.

Target-based task forces are being constituted and have two related deliverables to achieve in

2017: defining approaches to generate universal learning indicators for Targets 4.1, 4.2, 4.4, 4.6

and 4.7, beginning with identification of issues and commissioning of necessary background

papers with emphasis on integrating multiple forms of data rather than selecting a single tool or

measure.

Key tools produced by/for GAML

1. Catalogue of Learning Assessment 2.0: technical document and questionnaire. The new

Catalogue (version 2.0) consists of three modules:

Module 1: streamlined mapping instrument to collect basic descriptive information

about assessment and examination activities in countries, including household-based

surveys and coverage on early childhood development and upper secondary education;

Module 2: instrument(s) to collect national data needed to report learning outcomes

for SDG 4 indicators; and

Module 3: instrument(s) to collect the information needed to evaluate the robustness

of assessment and examination systems and identify capacity-building needs of

countries.

2. Data Quality Assessment Framework, draft guidelines for discussion (prepared by ACER).

3. Validation and Benchmarking for the universal learning scale, draft concept note for

discussion (prepared by ACER).

4. Database of results from regional and international learning assessments to produce cross-

nationally comparable data on learning achievements and minimum proficiency in

25

mathematics and reading. To map countries on a common scale, an improved anchoring

methodology was produced which enables the linkage of the three points of measurement

of indicator 4.1.1.

5. Measuring indicators based on household surveys: Inter‐Agency Group on

Education Inequality Indicators and the Task Force for Education Spending

Estimates Based on Household Survey Data

A focus on equity is a key feature of the SDGs, which are driven by the objective to leave no one

behind. Two goals refer to inequality (Goal 5 on gender equality and Goal 10 on reducing

inequality), while most goals include a commitment to reducing disparities. Tracking disparities at

the national, regional and global levels has major implications for monitoring. Referring to the

Independent Expert Advisory Group on the Data Revolution for Sustainable Development, the

synthesis report of the UN Secretary General noted that “broader and systematic disaggregation

to reveal inequities will … be fundamental”.

In order to address challenges in measuring equity, the IAG-EII was established as part of inter‐

agency coordination. Led by the UIS, UNICEF and the World Bank, the IAG also includes other

organizations involved in the production and use of household survey data: the GEM Report,

Global Partnership for Education, ICF International, the OECD, RTI International and USAID in order

to promote the use of household survey data for education monitoring purposes at the global,

regional and national level, ensuring standardized analysis and reporting in order to complement

evidence available through administrative data. The benefit will be increased efficiency and

consistency in the processing of survey data by different agencies and strong legitimacy for equity‐

related survey‐based indicators to serve the post‐2015 education agenda, with particular

emphasis on the increasing use of such data by countries. Addressing these multiple challenges

calls for in order to: agree what areas to prioritize, harmonize approaches to analysis and

reporting, and identify an efficient sharing of tasks, ranging from country consultation to building

up a data depository.

The initial focus of the Group is on three indicators currently proposed to monitor Target 4.1:

completion rate; out‐of‐school rate; and percentage of children over‐age for grade. The group will

address other objectives in the course of the next 3‐5 years, including harmonising the processing

of survey data, defining indicators, harmonising the definition of individual characteristics and

documenting, evaluating and pooling survey data sources.

The IAG-EII met in May 2016 in order to agree on key education indicators for harmonization and

common reporting; exchange and review methodologies employed by respective agencies; agree

on harmonizing methodologies for producing estimates for key Indicators; discuss potential data

sources and methods of sharing; and identify members for an Expert Group which would provide

recommendations to the group. Since the meeting, efforts have been underway to implement

26

agreed harmonized methodologies to process DHS and MICS data since 1990 and other national

household survey data.

Task Force on measuring private expenditure on education

In addition, work has advanced on improving the coverage of data on private expenditure on

education.

The UIS has limited data to calculate the SDG indicator (4.5.4) education expenditure per student

by level of education, source, and type.

A relatively high number of countries report government expenditure on education in response to

the UIS education survey, but 60% of countries reported no data on private spending on education

during the period 2005-2013.

In order to fill this gap, the UIS has established a Task Force for Education Spending Estimates

Based on Household Survey Data with representatives from the UIS, IIEP-Pôle de Dakar, UNICEF,

World Bank, and other organizations. The objectives of this task force are to: 1) map household

surveys with education spending data; 2) extract education spending data from surveys and

produce indicators; and 3) produce guidelines for expenditure data collection with household

surveys. For the first objective, the UIS has analysed information on education expenditures in

household surveys based on a sample of 100 national surveys provided by the International

Household Survey Network (IHSN) and prepared a draft report.

27

For discussion and decision by the SDG-education 2030 Steering Committee:

The UIS recommends that the SDG-Education 2030 Steering Committee consider taking the

following actions at the national, regional and global levels to support initiatives to implement the

SDG 4 – Education 2030 indicator frameworks as a collective body and through each member’s

respective regional and constituency-based networks (priority actions in bold).

National:

To advocate for establishing national strategies for the development of education statistics

and report back on their progress at the next SC meeting.

Relevant SC member organisations (e.g. co-convening agencies, GPE, OECD, regional

organisations) work jointly, coordinate efforts, and where possible, pool resources to support

and sustain efforts to improve national education statistical capacities needed to monitor

national systems and SDGs.

To promote and communicate the results of the global initiatives described in this

document (which comprise the consensus of Member States, international agencies, CSOs

and others) at the national level and through existing networks (starting with the list of

thematic indicators to report on in 2017) and help to facilitate consultations and technical

support where necessary and report back at the next SC meeting.

Regional

To provide support to efforts by regional bodies to articulate regional indicator frameworks

where relevant and feasible.

Global

To lend political support and mobilize resources towards ensuring the sustainability of

the global initiatives described in this document and report back at the next SC meeting

on the steps taken to support these processes.

To recommend strategic actions for strengthening the overall contribution and

coordination of Development Partners efforts to improve national statistical capacity

development.

To propose SC members with the relevant technical expertise to take part in Task Forces in

initiatives such as the Global Alliance to Monitor Learning.

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Annex 1. Education 2030 Thematic Indicator Framework for Reporting in 2017

Note: Dark grey shading = global indicators; Bold font = modifications to original list of 43 thematic indicators Primary and secondary education

Target 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

For monitoring

in 2017

Requires further

development

Learning 4.1.1 1. Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

YES YES

4.1.2 2. Administration of a nationally-representative learning assessment (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education

YES

Completion 4.1.3 3. Gross intake ratio to the last grade (primary education, lower secondary education)

YES

4.1.4 4. Completion rate (primary education, lower secondary education, upper secondary education)

YES

Participation 4.1.5 5. Out-of-school rate (primary education, lower secondary education, upper secondary education)

YES

4.1.6 6. Percentage of children over-age for grade (primary education, lower secondary education)

YES

Provision 4.1.7 7. Number of years of (a) free and (b) compulsory primary and secondary education guaranteed in legal frameworks

YES

Early Childhood

Target 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

For monitoring

in 2017

Requires further

development

Readiness for primary school

4.2.1 8. Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex

YES YES

Participation 4.2.2 10. Participation rate in organized learning (one year before the official primary entry age), by sex

YES

Readiness for primary school

4.2.3 9. Percentage of children under 5 years experiencing positive and stimulating home learning environments

NO YES

Participation 4.2.4 11. Gross early childhood education enrolment ratio in (a) pre-primary education and (b) and early childhood educational development

YES

Provision 4.2.5 12. Number of years of (a) free and (b) compulsory pre-primary education guaranteed in legal frameworks

YES

TVET & Higher Education

Target 4.3 By 2030, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university

For monitoring

in 2017

Requires further

development

Participation 4.3.1 15. Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

YES YES

4.3.2 13. Gross enrolment ratio for tertiary education by sex YES

4.3.3 14. Participation rate in technical-vocational programmes (15- to 24-year-olds) by sex

YES

29

Additional areas for development

Affordability, quality not applicable

YES

Skills for work Target 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

For monitoring

in 2017

Requires further

development

Skills 4.4.1 16.2 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

YES YES

4.4.2 16.1 Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills

NO YES

4.4.3 17. Youth/adult educational attainment rates by age group, economic activity status, levels of education and programme orientation

YES YES to simplify

Additional areas for development

Measures of a broader range of work-related skills than ICTs, other employment-related indicators

not applicable

YES

Equity

Target 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

For monitoring

in 2017

Requires further

development

Policy 4.5.1 … Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

YES

4.5.2 18. Percentage of students in primary education whose first or home language is the language of instruction

NO YES

4.5.3 19. Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations

NO YES

4.5.4 20. Education expenditure per student by level of education and source of funding

YES

4.5.5 21. Percentage of total aid to education allocated to low income least developed countries

YES

Literacy and Numeracy

Target 4.6 By 2030, ensure that all youth and aa substantial proportion of adults, both men and women, achieve literacy and numeracy

For monitoring

in 2017

Requires further

development

Skills 4.6.1 22. Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

YES YES

4.6.2 23. Youth/adult literacy rate YES

Participation 4.6.3 24. Participation rate of illiterate youth/adults in literacy programmes

NO YES

Global Citizenship

Target 4.7 By 2030, ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development

For monitoring

in 2017

Requires further

development

Provision 4.7.1 25. Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment

YES YES

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4.7.2 28. Percentage of schools that provide life skills-based HIV and sexuality education

NO YES

4.7.3 29. Extent to which the framework on the World Programme on Human Rights Education is implemented nationally (as per the UNGA Resolution 59/113)

NO YES

Knowledge 4.7.4 26. Percentage of students by age group (or education level) showing adequate understanding of issues relating to global citizenship and sustainability

NO YES

4.7.5 27. Percentage of 15-year-old students showing proficiency in knowledge of environmental science and geoscience

NO YES

Additional areas for development

Attitudes and values, life-long learning/non-formal, qualitative indicators

not applicable

YES

School Environment

Target 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

For monitoring

in 2017

Requires further

development

Resources 4.a.1 31. Proportion of schools with access to: (a) electricity; (b) Internet for pedagogical purposes; and (c) computers for pedagogical purposes

YES

32. Proportion of schools with access to: (d) adapted infrastructure and materials for students with disabilities

YES

30. Proportion of schools with access to: (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)

Environment 4.a.2 33. Percentage of students experiencing bullying, corporal punishment, harassment, violence, sexual discrimination and abuse

NO YES

4.a.3 34. Number of attacks on students, personnel and institutions

NO YES

Additional areas for development

Expenditure, national quality standards not applicable

YES

Scholarships

Target 4.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training, information and communications technology, technical, engineering and scientific programmes in developed countries and other developing countries

For monitoring

in 2017

Requires further

development

Numbers 4.b.1 36. Volume of official development assistance flows for scholarships by sector and type of study

YES

4.b.2 35. Number of higher education scholarships awarded by beneficiary country

NO YES

Additional areas for development

Support for marginalised students not applicable

YES

Teachers

Target 4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

For monitoring

in 2017

Requires further

development

Trained 4.c.1 39. Proportion of teachers in: (a) pre-primary education; (b) primary education; (c) lower secondary education; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g.,

YES

31

pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex

4.c.2 40. Pupil-trained teacher ratio by education level YES

Qualified 4.c.3 37. Proportion of teachers qualified according to national standards by education level and type of institution

YES

4.c.4 38. Pupil-qualified teacher ratio by education level YES

Motivated 4.c.5 41. Average teacher salary relative to other professions requiring a comparable level of qualification

NO YES

4.c.6 42. Teacher attrition rate by education level YES

Supported 4.c.7 43. Percentage of teachers who received in-service training in the last 12 months by type of training

NO YES

33

The Learning Generation – Investing in Education for a Changing World – A Report of the International

Commission on Financing Global Education Opportunity: Summary of the recommendations of the Report and proposed discussion and decision

points

Introduction

The International Commission on Financing Global Education Opportunity is co-convened by the

Prime Minister of Norway, Presidents of Malawi, Chile and Indonesia, and the Director-General of

UNESCO; it has 25 high-level Commissioners and is chaired by the UN Special Envoy for Global

Education. The Commission was tasked to developing a renewed investment case and financing

pathway for accelerated progress in education consistent with the SDG Framework. The

Commission presented its Report on 18 September 2016 to the Co- Conveners and the UN

Secretary-General. The Report both makes a strong case for greater and better investment in

education, and also provides recommendations on how the education sector may be reformed to

ensure that key goals on learning may be met especially for children. The Commission’s Report re-

emphasises the contribution of education to all development goals, making a compelling

investment case and proposing a breakthrough solution for financing equal educational

opportunity for children and young people. Its key recommendation focuses on creating a

“Learning Generation” to be achieved through the establishment of a new Financing Compact for

education. To this end, it suggests four transformations that national and international decision

makers should undertake: performance, innovation, inclusion and financing. The Report contains

twelve main recommendations to get children learning:

PERFORMANCE: Successful education systems put results front and center

1. Set standards, track progress and make information public

2. Invest in what delivers the best results

3. Cut waste

INNOVATION: Successful education systems develop new and creative approaches to achieving

results

4. Strengthen and diversify the education workforce.

5. Harness technology for teaching and learning

6. Improve Partnerships with non-state actors

34

INCLUSION: Successful education systems reach everyone, including the most disadvantaged and

marginalized

7. Prioritize the poor and early years - Progressive Universalism

8. Invest beyond education to tackle the factors preventing learning

FINANCE: Successful education systems require more and better investment

9. Mobilize more and better domestic resources for education

10. Increase the international financing of education and improve its effectiveness

11. Establish a Multilateral Development Bank (MDB) investment mechanism for education

12. Ensure leadership and accountability for the Learning Generation

Questions for Discussion and Decision by the Steering Committee:

What do Steering Committee members think are the main strengths of these

recommendations?

What do Steering Committee members think are the main challenges of these

recommendations?

Should the possible questions/comments of the Steering Committee be

communicated/disseminated and how?

How can the Steering Committee contribute to the implementation of these

recommendations and potential follow-up actions?

Since the Education Commission will continue its work over the next year with specific

activities, is there a need to identify Steering Committee representative(s) to liaise with the

Commission and report back to ensure synergy with SDG4-Education 2030?

35

SDG4-Education 2030 Champion countries : Background note and proposed discussion and

decision points

Context

With the adoption of the 2030 Agenda for Sustainable Development at the UN Summit in

September 2015, and its 17 Sustainable Development Goals (SDGs), 193 countries committed to a

new global agenda, aimed at eradicating poverty by 2030 and achieving sustainable development,

leaving no one behind. Education is at the heart of this holistic 2030 Agenda with Sustainable

Development Goal 4 (SDG4), embedded in the overall development framework. As the lead UN

agency for education, UNESCO has been entrusted with leading and coordinating the work

towards reaching the targets of the new education agenda (SDG4-Education 2030). An important

function of SDG4-Education 2030 coordination resides in advocating for the new education agenda

in order to generate and sustain political commitment towards the education goal and ensure that

it remains at the forefront of all development efforts at global, regional, national and community

levels.

Global Education First Initiative (GEFI)

The new education agenda continues and builds on the EFA movement, taking account of lessons

learned. With respect to advocacy, such lessons can be drawn, in part, from the Global Education

First Initiative (GEFI), a five-year advocacy initiative launched in 2012 by the UN Secretary General

Ban Ki-moon, to build a strong coalition of partners and serve as the “rallying platform” for the

international education community to push for education to remain high on the political agenda.

The GEFI Secretariat was entrusted to UNESCO, with the Director-General serving as the

Initiative’s Executive Secretary. GEFI fostered strong and high-level dialogue and cooperation

between Heads of States and governments, education ministers, finance ministers, heads of

international organizations, business leaders, civil society organizations and youth advocates.

Through a group of 16 Champion Countries (Andorra, Australia, Bangladesh, Benin, Brazil, China,

Croatia, Denmark, Dominican Republic, Ethiopia, Guyana, Mozambique, Republic of Korea, South

Africa, Tunisia and the United States of America), with support from Qatar, as well as the Youth

Advocacy Group, GEFI aimed to accelerate progress towards the millennium goal for education

and to lay the groundwork for the post-2015 education agenda by putting emphasis on three

priority areas:

- Increasing access to primary education;

- Improving the quality of learning;

- Fostering global citizenship education.

36

The Champion Countries sought to catalyze political and financial support for education by leading

by example and advocating for broadening the thinking on education from access only to access to

quality education that promotes global citizenship. GEFI also increased focus on the importance of

education during crisis and conflict situations and, in countries like Croatia, where emphasis was

put on stopping violence in schools, it helped the government take the initiative beyond the

borders. In Bangladesh, GEFI provided a platform to further prioritize girls’ education with the

provision of free education through grade 12. Throughout its mandate, GEFI acted as a high-level

advocacy mechanism during the transitional, bridging period between the EFA/MDG era and the

new global education agenda, and made a significant contribution to the formulation and

adoption of SDG4. The Initiative also drew attention to education through high profile events at

the United Nations with participation of Heads of State and Government. In 2016, with GEFI’s

mandate drawing to a close, an external review was conducted to determine the effects of the

initiative and to propose a set of recommendations to ensure that the momentum gained through

GEFI is sustained.

SDG4-Education 2030 Champion Countries

In the context of the new Agenda, a multi-stakeholder SDG-Education 2030 Steering Committee is

the key structure for coordinating support to global education efforts and, as such, constitutes one

of the central advocacy vectors. Through its different constituencies, the SDG-Education 2030 SC

promotes and rallies support for the new education agenda at global, regional and national levels

through its Member States, regional organizations, civil society and the eight convening agencies.

Building on the dynamic established by GEFI, and based on the recommendations on the way

forward articulated in the GEFI’s external review, UNESCO’s Director-General is proposing the

creation of SDG4-Education 2030 Champion Countries to lead by example and advocate for

education as a global priority to achieve the 2030 sustainable development agenda. In addition,

the nineteen Member States which are part of the SDG-Education 2030 SC already act as

advocates but could further consider being part of SDG4-Education 2030 Champion Countries, if

such an initiative is created.

In their role as model implementers of SDG4-Education 2030 and outspoken defenders of the

education imperative, the Champion Countries would lead by example, share their best practices

and pave the way for other countries to follow. By accepting to act as SDG4-Education 2030

Champion Countries, the volunteering countries, whether they be some of the previous GEFI

champions who are ready to renew and broaden their mandate, or newly joining Member States,

could be expected to undertake scaled up efforts towards implementing SDG4-Education 2030 in

their country. This could involve, inter alia:

Demonstrate successful mainstreaming/integration of SDG4 into national policies and

planning and implementation at both national and subnational levels;

37

Showcase how education links to other SDGs and is key to implementing the overall

agenda;

Create exemplary partnerships for implementing SDG4-Education 2030;

Undertake adequate and effective domestic resource mobilization and/or development

cooperation and aid mobilization;

Undertake special advocacy campaigns around important SDG4-Education 2030 themes at

national, regional and global levels and possibly select a particular theme to champion;

Showcase model innovative initiatives of strengthened policies, plans and practices

towards SDG4-Education 2030;

Undertake work with other Champion Countries at regional level to share knowledge and

instigate action.

When putting in place such a group of country advocates, synergies should also be created at all

levels with activities of the High-Level Group on the 2030 Agenda (already including Brazil, South

Africa and Tunisia, but also Colombia, Germany, Liberia, Sweden, Tanzania and Timor-Leste) and

the Pioneer Country Initiative of the International Commission on Financing Global Education

Opportunity (including so far Uganda, Tanzania and Malawi) which will aim to set up

implementation plans and enact reforms based on the Commission’s recommendations in the

Pioneer Countries.

Functioning modalities and communication mechanisms:

Within the created national team, a focal person should be designated to interact with and

regularly report to the SDG-Education 2030 SC.

During 2017-2018, several high-level events could serve as platforms for showcasing

Champion Country’s progress and best practices. Such events could be either organized by

the SC Secretariat or hosted by Champion Countries during major intergovernmental

gatherings such as the High Level Political Forum, UNESCO General Conference, United

Nations General Assembly and the 2018 Global Education Meeting.

If such an initiative is created:

Questions for Consideration:

1. Which countries would be ready to volunteer to become SDG4-Education 2030 Champion Countries?

2. What are the specific contributions each country would like to make as an SDG4-Education

2030 Champion Country?

Future Action Points

1. Develop procedures on becoming a Champion Country

2. Develop Terms of Reference

3. Establish a list of Champion Countries

4. Develop possible actions to be undertaken by Champion Countries

5. Identify resources for collective action

39

Draft Proposal for possible Advocacy Activities for SDG-Education 2030 Steering Committee Members

As agreed during the previous SDG-Education 2030 Steering Committee Meeting, one of the key

functions of the Steering Committee is to take forward the advocacy for SDG4. Collectively,

through each of its different constituencies, as well as by each individual member, the SDG-

Education 2030 SC promotes and rallies support for the new education agenda at all levels:

globally, regionally and nationally.

Below are initial proposals for possible activities of SDG-Education 2030 SC Members

collectively and per Constituency for 2017 and 2018. This list is by no means comprehensive

and serves solely as a basis for discussion which should generate additional ideas.

1. Activities to be undertaken collectively

Formulate positions and make comments on major education related publications (such as

the GEM Reports, the Commission on Financing Global Education Opportunity Reports etc.),

key resolutions, initiatives or related global events (eg. GPE Replenishment Pledging

Conference) or any major developments, when deemed relevant.

Organize or actively participate in High-Level advocacy events campaigning for the

importance of SDG4 during key forums, as well as possibly sponsor the events.

Take part in global e-consultations and webinars to provide an expert intake on SDG4-

Education 2030: its objectives and implementation imperatives.

Create or contribute to international blogs, articles, policy briefs, research papers and

publications to advocate for political commitment and increased resources for education.

Contribute to a shared SDG4-Education 2030 Website. The Secretariat would prepare the

structure and core content to which the SC Members could further contribute.

Through their collective knowledge, all SC members can contribute to a full SDG4-Education

2030 advocacy toolkit including an advocacy document with key concepts and messages, a

series of videos, Power Point presentations, leaflets, working papers, etc. The Secretariat

would prepare the materials to be commented upon by the SC.

Over and above the activities already listed, some additional ones could be undertaken by each

constituency at different levels:

40

2. Additional activities per constituency

1.1. SC Member States

Global level

Liaise with their representatives at the UN level to advocate for SDG4 and to identify

appropriate opportunities for advocating for SGD4-Education 2030 in the larger UN and

SDGs context.

Regional level

Identify and actively participate in regional advocacy events to promote SDG4-Education

2030 through knowledge sharing of good practices and policies.

National level

Organize and host at least one national-level advocacy event during 2017-2018 to promote

SDG4-Education 2030.

Adapt the newly developed SDG4-Education 2030 advocacy toolkit to the national context

and ensure its translation and dissemination through national channels.

Reach out to Parliamentary networks to include SDG4-Education 2030 into national policies.

Consider the recommendations formulated by the GEM and UIS regarding concrete

advocacy activities for the SC

1.2. Convening agencies, GPE and OECD

Global level

Develop and publish a series of working papers on SDG4-Education 2030 related themes,

co-authored by the agencies and partners. This SDG4-ED2030 Paper Series could be

published in the name of SDG-Education 2030 SC.

Based on their specific mandates and comparative advantages, the convening agencies and

partners could develop and lead advocacy campaigns (including through social media) for

specific themes relative to their areas of expertise.

Regional level

Through their regional branches, organize or participate in regional advocacy events to

promote SDG4-Education 2030.

Adapt the newly developed SDG4-Education 2030 advocacy toolkit to the regional context

and ensure its dissemination through regional channels.

National level

Through their national branches, organize or participate in national advocacy events to

promote SDG4-Education 2030.

Adapt the newly developed SDG4-Education 2030 advocacy toolkit to the national context

and ensure its dissemination and translation through national channels.

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1.3. SC Regional Organizations

Regional level

With a view to including SDG4-Education 2030 into regional policies and implementation

strategies and mobilizing regional resources, strive to incorporate SDG4-Education 2030 as a

specific agenda item in relevant regional forums, including regular meetings and

conferences.

Organize or contribute to specific regional level advocacy events for continued dialogue and

collaboration on SDG4-Education 2030 and to foster regional exchanges on SDG4-Education

2030 good practices.

1.4. SC Civil Society Organizations

Global level

Through their global coalitions and networks, promote social mobilization and raise public

awareness through evidence-based advocacy, while holding governments accountable for

delivery, tracking progress, scrutinizing spending and ensuring transparency in education

governance and budgeting.

Regional level

Through their regional coalitions and networks, organize or participate in regional advocacy

events to promote SDG4-Education 2030.

National level

Through their national coalitions and networks, organize or participate in national advocacy

events to promote SDG4-Education 2030.

Raise awareness about the SDG4-Education 2030 at the grassroots level, reaching out to

communities, grassroots organizations, parents and learners.

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Decisions and Action points to initiate future SC advocacy activities

Contribute to and participate in upcoming SDG4-Education 2030 advocacy events (see the

Annex List of global and regional events offering advocacy opportunities for SDG4-Education

2030. This list is to be completed by the SC).

Contribute to the development of an SDG4-Education 2030 advocacy toolkit including a

document with key messages, a series of videos, Power Point presentations, leaflets,

working papers, etc. The Secretariat would prepare the materials to be commented upon by

the SC (by March 2017).

Contribute to the development of a shared SDG4-Education 2030 Website. The Secretariat

would prepare the structure and core content to which the SC Members could further

contribute (by March 2017).

Establish a list of possible papers for the ED2030 Working Paper Series to be published (by

Jan 2017).

Establish a list of major education related publications (such as the GEM Reports, the

Commission on Financing Global Education Opportunity Reports etc.), key resolutions,

initiatives or related global events (eg. GPE Replenishment Pledging Conference) or any

major developments for 2017 and 2018, for which the SC could formulate a common

position and comment upon (Jan 2017).

In addition,

Each SC member could identify a list of possible key events during 2017 and 2018 during

which he/she could personally lobby for SDG4-Education 2030.

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Annex I

Upcoming events: potential advocacy opportunities (selected events)

Year/month Event (rows in bold elaborated upon in part V)

Global event

Regional event

World day

2017

JAN Regional Ministerial Meeting for Latin America and the Caribbean

FEB E9 meeting

MAR ILO: 'Global Employment Trends For Women' Published

Commission on the Status of Women (theme: Women’s economic empowerment in the changing world of work)

International Women’s Day

Association for the Development of Education in Africa (ADEA) (Theme: "Revitalizing education towards the 2030 Global Agenda and Africa’s Agenda 2063")

2nd Arab Regional Meeting on SDG 4

APR Global Action Week for Education

CCNGO meeting

MAY G7 Conference on Migration and Education

JUN UNESCO Youth Forum

World Day Against Child Labour

JUL High-level Political Forum on Sustainable Development

SEPT International Literacy Day

GEM Report launch

UNGA

OCT World Teachers’ Day

International Statistics Day

NOV World Bank Development Report

UNDP Human Development Report

UNHCR Global appeal

UNESCO General Conference

DEC World Migrants’ Day

Dates TBC - ASEAN Education Ministers’ meeting - Ibero-American States Education Ministers’ meeting - Arab League Education Ministers’ meeting - Council of Europe Conference of Education Ministers (April?) - Southeast Asian Ministers of Education Organization - Follow-up advocacy events from the International Commission for the Financing of Educational

Opportunity - Possible events with “champion countries” (former GEFI countries and potentially others). - GPE Replenishment Pledging Conference

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2018

JAN ILO: 'Global Employment Trends’ Report Published

Unicef ‘Humanitarian Action’ Report published

MAR International Women’s Day

APR Global Action Week for Education

JUN World Day Against Child Labour

JUL High-level Political Forum on Sustainable Development

SEPT International Literacy Day

GEM Report launch

UNGA

OCT World Teachers’ Day

International Statistics Day

DEC World Migrants’ Day

Dates TBC - 1st Global Education Meeting (in view of the 2019 HLPF focused on Empowering people and ensuring

inclusiveness (Set of focus: Goals 3, 4, 5, 10, 16 and 17).

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Proposed Role of regional /sub-regional organizations in supporting the implementation of

SDG4-Education 2030

The Education 2030 Framework for Action notes that ‘regional and sub-regional collective efforts

are critical to the successful adaptation and implementation of SDG4-Education 2030 at the

national and regional levels. Regional and sub-regional cooperation will take place within broader

regional processes and mechanisms for coordinating and monitoring the 2030 Agenda for

Sustainable Development. These should build on existing partnerships, frameworks and effective

and efficient mechanisms, as well as new ones forged to ensure strong regional collaboration,

cooperation, coordination and monitoring of the implementation of the education agenda. This

process may include establishment of regional benchmarks where relevant and appropriate.

Current and planned regional strategies and frameworks include the African Union’s Agenda

2063: The Africa We Want and the Continental Education Strategy for Africa 2016–2025; the Arab

League Educational, Cultural and Scientific Organization education strategy; the European Union’s

Europe 2020 strategy; the Council of Europe’s framework on competences for democratic culture

and intercultural dialogue; the Regional Education Project for Education in Latin America and the

Caribbean; and the Association of Southeast Asian Nations Community Vision 2025.’ (FFA,

paragraph 87) In this view, it further notes that ‘specific roles and activities of regional

mechanisms could be carved out in 2016, drawing on the outcomes of the regional ministerial

conferences on education post-2015’.

Consequently, reflection on the roles and activities of regional organizations in implementing

SDG4-Education 2030 were initiated in regional consultation meetings on implementing SDG 4-

Education.

Moreover, in the regions, regional partnership groups/technical working groups/ inter-agency

regional working group of implementing and facilitating partners have been or are in the process

of being set up, convened by UNESCO Regional Offices, in close collaboration with UNESCO.

These groups also include regional organizations. Through these groups, coordination and

coherence of the implementation of SDG4 and the overall 2030 Agenda is being ensured.

This session aims at discussing the following points and take decisions on:

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Discussion points and recommendations for agreement

Regional originations should:

Identify specific contributions which each regional origination can make towards the

implementation of the SDG4-Education 2030 agenda based on the mandate and

comparative advantage of the organization

Integrate/take into account SDG4-Education 2030 in exiting strategic frameworks and

action plans data sets and policy instruments

Going forward, fully integrate SDG4-Education 2030 in their future strategies and

workplans

Closely collaborate with UNESCO and partners at national and regional level in their

support to Governments in the implementation of SDG4-Education 2030 and ensure

communication, cooperation and coherence at regional and national levels

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Coordination and cooperation in the implementation of SDG4-Education 2030:

Background note and proposed discussion and decision points

1. Global Education Meetings and high-level meetings

The SDG4–Education 2030 Framework for Action (FFA) stipulates that ‘[p]eriodic Global Education

Meetings [GEMs], aligned with the meeting schedule of the High-level Political Forum on

sustainable development, will be organized by UNESCO in consultation with the SC to review the

Education 2030 agenda against progress made and share outcomes with the appropriate overall

global follow-up and review mechanisms for the SDGs. All Member States and other stakeholders

that are part of the coordination mechanism will participate in the GEMs. In addition, a high-level

meeting will be held alongside the UNESCO General Conference’ (FFA paragraph 95). The draft

TORs of the SC propose that the SC ‘provide recommendations regarding the agenda and

outcomes of the periodic Global Education Meetings and High-Level Meetings’.

Decision Points:

1. When should the first GEM be held? Currently, 2018 is proposed to prepare for and inform

the HLPF meeting which has the theme ‘Empowering people and ensuring inclusiveness

(Set of focus on Goals: 3, 4, 5, 10, 16 and 17).

2. What should the be the overall objectives of the Global Education Meetings (GEMs)?

3. How often should the GEMs be organized: every four years, just before the HLPF meeting

under the auspices of the UNGA, or more often?

4. What should be the participation modalities for the GEMs? (e.g. 8 MS per regional group?

More?)

5. Through what process should the outcomes of the GEM inform the HLPF?

6. Should the high-level meetings be maintained as foreseen?

7. If so, what should be the objectives of the high-level meetings and participation

modalities?

8. If there is a high-level meeting alongside the General Conference every two years (format

to be determined), should it have a role in providing input to the HLPF under the auspices

of ECOSOC?

9. What should the role of the SDG-Education 2030 SC be vis-à-vis the GEMs and high-level

meetings?

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2. UN level - High Level Political Forum (HLPF)

The HLPF plays an important role in the follow-up and review of the 2030 Agenda for Sustainable

Development. It will meet once a year under the auspices of the Economic and Social Council

(ECOSOC) and every four years under the auspices of the UN General Assembly (UNGA) (see Annex

for details). The first meeting of the HLPF under the auspices of the UNGA was held in July 2016.

Intergovernmental bodies, including the SDG4-Education 2030 Steering Committee are expected

to provide inputs to the HLPF, either in the form of a summary of discussions or negotiated

outcome. In 2016, the Steering Committee provided inputs to the HLPF 2016 upon invitation of

the President of ECOSOC. The Secretariat prepared a draft contribution which was circulated to

the SC for review and inputs. The final inputs to the 2016 HLPF showcasing the contribution of the

SDG-Education 2030 Steering Committee towards the 2030 Agenda in general, and particularly for

SDG4 and related SDGs and targets were transmitted by the Secretariat to the President of the

Economic and Social Council on 17 May 2016.

Decision Points:

The SC will be requested to provide inputs to the HLPF every year and it is proposed that

the same procedure as in 2016 be used.

How could the SC contribute to the work of the HLPF? Should members of the SC

participate in its sessions?

1. Regional level

Following the FFA, the GEMs and high-level meetings ‘will be complemented by regional meetings

on a schedule to be determined at regional level by Member States and other Stakeholders.’ (FFA

paragraph 95). Several regions have already organized meetings to prepare for the translation of

SDG4 – Education 2030 at the regional and national levels and further meetings in other regions

are planned. Some regional technical working groups for education already exist (such as is the

case for Asia Pacific, for example) or are currently being established (such as for the Arab States).

It would be important to establish a link between the global level (SC) and these working groups.

Since the heart of SDG4-Education 2030 lies at the national level, implementation challenges on

the ground may be brought to the attention to the SC.

Decision Points:

1. How can SC members play an active role at regional level, over and above the work of

regional organizations?

2. Collective Consultation of NGOs

In line with the FFA ‘UNESCO will continue to facilitate dialogue, reflection and partnerships with

specialized NGOs and civil society, including the [Collective Consultation of NGOs] CCNGO, as an

integral part of the global coordination mechanism, building on previous experience and taking

account of the expanded ambition of the new agenda.’ (FFA paragraph 96)

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Information Point:

The CCNGO and UNESCO will review current working procedures in light of SDG4-Education 2030. A global CCNGO meeting will be held in early May 2017 in Cambodia.

3. Affiliated Members

The SDG4-Education 2030 Framework for Action stipulates on the composition of the SDG4-

Education 2030 SC that ‘a rotating group of affiliated members will be constituted, ensuring

regional balance by the Education 2030 SC; it will include representatives of the private sector,

foundations, and youth and student organizations. Affiliate members will participate in meetings

as observers, upon invitation by the SDG4 -Education 2030 SC.’ (para 94)

Decision Points:

The Steering Committee should take a decision on who should be invited to the Steering

Committee as affiliated member on a rotational basis.

1. Criteria

Affiliate members should:

Work/have an important stake in the area of education;

Be willing and able to represent other entities through existing networks/communication

channels of international reach;

Be committed to the values and principles of the United Nations.

2. Options

The SDG4–Education 2030 SC invites networks to nominate a representative or nominates

representatives at the global level:

(a) A representative of the private sector could be nominated via:

1. The United Nations Global Compact: https://www.unglobalcompact.org/

2. The Global Business Coalition for Education: http://gbc-education.org/

3. The World Economic Forum: https://www.weforum.org/

(b) A representative of foundations could be nominated via non-governmental organizations

admitted to consultative or associate status at UNESCO (they include foundations):

http://www.unesco.org/new/en/member-states/ngos-and-foundations/

Concrete proposals are:

1.) Qatar Foundation /Education Above All

2.) The Open Society Foundation

3) The International Education Funders Group (IEF)

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Annex I

SDG Follow-up and Review and Global Reporting

The UN Secretary-General’s report Critical milestones towards coherent, efficient and inclusive

follow-up and review at the global level of the 2030 Agenda for Sustainable Development (Jan

2016)1 made several proposals on how to follow-up and review the new agenda.

Review and follow-up of SDGs should be based on regular, voluntary and inclusive country-led

reviews of progress at the national level feeding into reviews at the regional and global levels.

Regional reviews are conducted to provide a critical overview of progress and major policy issues

in each region. The regional forums on sustainable development have an important role and could

help bring together existing review mechanisms. Regional review outcomes would need to be

discussed in a part of the High-Level Political Forum (HLPF). The HLPF is the central body at the

global level for the follow-up and review of the 2030 Agenda for Sustainable Development. It will

oversee a network of follow-up and review processes at the global level, working coherently with

the General Assembly, ECOSOC and other relevant organs and forums, in accordance with existing

mandates. It will facilitate sharing of experiences, including successes, challenges and lessons

learned, and provide political leadership, guidance and recommendations for follow-up. It will

promote system-wide coherence and coordination of sustainable development policies. It should

ensure that the Agenda remains relevant and ambitious and should focus on the assessment of

progress, achievements and challenges faced by developed and developing countries as well as

new and emerging issues. Effective linkages will be made with the follow-up and review

arrangements of all relevant UN Conferences and processes, including on LDCs, SIDS and LLDCs

(2030 Agenda paragraph 82).

The HLPF will meet (i) every four years at the level of Heads of State and Government under the

auspices of the UN General Assembly and (ii) every year under the auspices of the Economic and

Social Council (ECOSOC) to review progress, provide political leadership and strategic guidance

and advice on the implementation of the goals. There will be Thematic Reviews: A cross-cutting

theme will be selected for each HLPF. In addition, the HLPF will consider inputs from other

intergovernmental bodies and forums, relevant UN entities, regional processes, major groups and

other stakeholders. It will allow intergovernmental forums to contribute to the work of the HLPF

on any theme and alert it about emerging issues or gaps. Global SDG progress reporting: The

process of reporting will be similar to that of the MDGs, with two types of reports foreseen: (i) A

UN Secretary-General report to the UNGA as specified in the 2030 Agenda, and (ii) A ‘glossy’

report intended for communication and advocacy purposes. In addition to the Sustainable

Development Goals progress reports, the Global Sustainable Development Report (GSDR) will be

a tool to inform the high-level political forum and strengthen the science-policy interface. It will be

supported through an independent group of scientists as well as a UN Task Team.

1 Available in the six UN languages.

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Member States have adopted a resolution on ‘Follow-up and review of the 2030 Agenda for

Sustainable Development at the global level’ (A/70/L.60).2 It stipulates that for the purposes of

the thematic reviews of progress on the 2030 Agenda for Sustainable Development at the HLPF,

the sequence of themes for each four-year cycle of the forum shall reflect the integrated,

indivisible and interlinked nature of the Sustainable Development Goals and the three dimensions

of sustainable development, including cross-cutting issues as well as new and emerging issues, and

will serve as the framework for reviewing all 17 Goals. For the HLPF under the auspices of the

Economic and Social Council, the themes shall be: (a) For 2017: “Eradicating poverty and

promoting prosperity in a changing world”; (b) For 2018: “Transformation towards sustainable

and resilient societies”; (c) For 2019: “Empowering people and ensuring inclusiveness and

equality”. The HLPF under the auspices of the Economic and Social Council, without prejudice to

the integrated, indivisible and interlinked nature of the Sustainable Development Goals, will

discuss a set of Goals and their interlinkages, including, if appropriate, with other Goals, at each

session representing the three dimensions of sustainable development, with a view to facilitating

an in-depth review of progress made on all Goals over the course of a four-year cycle, with means

of implementation, including with respect to Goal 17, reviewed annually. The sets of goals to be

reviewed are as follows: (a) In 2017: Goals 1, 2, 3, 5, 9 and 14; (b) In 2018: Goals 6, 7, 11, 12 and

15; (c) In 2019: Goals 4, 8, 10, 13 and 16. ECOSOC will ensure the alignment of its annual main

themes with those of the HLPF in order to foster coherence.

2 Final resolution still to be published.

Reference Documents

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SDG-Education 2030 Steering Committee Terms of Reference

Background

With the adoption of the 2030 Agenda for Sustainable Development at the UN Summit in

September 2015, and its 17 Sustainable Development Goals (SDGs), the international community

has committed to a new global agenda, aimed at eradicating poverty by 2030 and achieving

sustainable development, leaving no one behind. Education is at the heart of the 2030 Agenda

reflected both through a stand-alone goal on education (SDG 4), as well as through important

reciprocal linkages with other Sustainable Development Goals. SDG 4 on education aims to

“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for

all”; together with its associated targets it sets an ambitious universal education agenda for 2030.

SDG 4–Education 2030 is the result of three years of intensive consultations, including milestones

such as the Muscat Agreement (May 2014) and the Incheon Declaration (May 2015). It is based on

a vision of education that transforms the lives of individuals, communities and societies, leaving no

one behind, while contributing to all relevant SDGs. The Education 2030 Framework for Action

(FFA), adopted by 184 Member States in November 2015, is the vehicle for the implementation of

the SDG-Education 2030 agenda. The FFA specifies that UNESCO, as the specialized UN agency for

education, will continue its mandated role to lead and coordinate SDG-Education 2030.

In order to ensure strong global coordination, UNESCO is tasked with convening a multi-

stakeholder SDG-Education 2030 Steering Committee (SDG-Education 2030 SC) as a key structure

for coordinating the support to global education efforts within the wider 2030 Agenda for

Sustainable Development architecture. The SDG-Education 2030 SC is part of the global

coordination mechanism which may be periodically reviewed and adapted as necessary through

the Global Education Meetings (GEMs).

Terms of Reference (TORs) of the SDG-Education 2030 Steering Committee

The primary objective of the SDG-Education 2030 SC is to support Member States and partners to

achieve SDG 4 and the education-related targets in other goals of the overall 2030 Agenda for

Sustainable Development.3 In doing so, the unfinished Education for All agenda will continued to

be addressed.

To achieve this objective, the SDG-Education 2030 SC will:

3 Education makes a contribution to achieving progress in all of the SDGs. Goals related to poverty eradication, health, gender equality, economic growth and employment, sustainable consumption and production, and climate change make specific reference to education either in the target language or the global indicator: 1.a, 3.7, 5.6, 8.6, 12.8 and 13.3.

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Provide strategic guidance to Member States to support the implementation of SDG 4 and the education related targets in the other SDG goals based on the Education 2030 Framework for Action;

Provide strategic guidance to the global education community, including national, regional and international partners to support coordinated implementation of SDG 4 based on the Education 2030 Framework for Action; ensure linkage between the SDG-Education 2030 SC, education stakeholders4 and the broader SDG architecture and process at global, regional and country level including with the High-Level Political Forum (HLPF) and the United Nations Economic and Social Council (ECOSOC);

Work with other existing global bodies within SDG processes and support mechanisms or ones yet to be established, as appropriate;

Make recommendations to education stakeholders on key priorities, as well as catalytic actions including on potential flagship initiatives;

Review progress towards the education goal and targets, drawing on the Global Education Monitoring (GEM) Report, UN-wide SDG Review Reporting, Regional Inter-Governmental Reports and other appropriate complementary studies and sources and make recommendations on remedial actions as appropriate, while feeding into the global follow-up and review mechanisms for the SDGs;

Provide recommendations regarding the focus, agenda and outcomes of the periodic Global Education Meetings or High Level Meetings;

Build strong partnerships5 among diverse stakeholders and leverage support for the achievement of SDG-Education 2030;

Promote and undertake joint advocacy activities;

Monitor, advocate for and mobilize resources including adequate financing, both domestic and external. Noting the principle of leaving no one behind there should be a focus on vulnerable populations and countries most at risk, including countries affected by conflict and crises, those who may be most challenged in meeting the SDGs, as well as those that are furthest from ensuring basic education for all;

Encourage harmonization and coordination of partner activities.

Composition of the SDG-Education 2030 Steering Committee

As specified in the Framework for Action, the SDG-Education 2030 SC consists of 34 members. The

membership of the SDG-Education 2030 SC is as follows:

Member States, forming the majority, with three Member State representatives for each of the six regional groups and one representative of the E-9 countries on a rotational basis;

4 These include Member States, UN agencies and multilateral, and bilateral organizations, civil society, the teaching

profession, academia, youth, and the private sector and foundations.

5 In general partnerships will involve the various constituencies represented in the SDG-Education 2030 SC.

Specific partnership with particular entities will be determined and aligned to specific targets of the agenda or particular thematic issues.

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UNESCO, UNICEF and the World Bank, each having permanent seats, and one representative of the other convening agencies (UNDP, UNHCR, UNFPA, UN Women and ILO)6 on a rotational basis;

one representative of the GPE;

two representatives of NGOs on a rotational basis;

one representative of teacher organizations;

one representative of the OECD, by virtue of its status as an international cooperation

organization and its role in the global aid architecture related to official development

assistance (ODA);

one representative from regional organizations for each of the six regions, to be decided by

the region, with an option to rotate representation. For Latin America and the Caribbean, the

representative will be from the Organization of Ibero-American States for Education, Science

and Culture.

All members will be designated by their respective constituencies, represent them and are

accountable to them. Countries participate in the SDG-Education 2030 SC on behalf of their

region. It is therefore the responsibility of the Member States to ensure appropriate designation

and sufficient communication within their regions. By the same token, it will be the responsibility

of the representatives of the other constituencies to communicate and consult with their peers as

appropriate. Consultations within and across constituencies should be undertaken at global,

regional and national levels as appropriate to ensure relevant two-way feedback between the

SDG-Education 2030 SC and stakeholders at each level.

Rotation of members of each constituency will take place every two years, ensuring continuity and

institutional memory. In addition, a rotating group of affiliated members will be constituted by the

SDG-Education 2030 SC with a view to ensuring regional balance. This rotating group of affiliated

members may comprise representatives from the private sector, foundations, and youth and

student organizations. Affiliated members will participate in meetings, upon invitation by the SDG-

Education 2030 SC.

Criteria for the selection of members

As the focus of the implementation of SDG-Education 2030 is at the country level, it is

recommended that all members representing each constituency have strong technical expertise

and experience in national or sub-national education policy development at a senior level. It is

envisaged that each constituency will have a balance between policy and political representation

and education technical expertise. Furthermore, nomination of members to the SC should be

made with a view to ensuring gender balance.

6 One agency officially represents all five organisations. All agencies will participate in the SDG-ED 2030 SC

meetings with regard to their specific areas of expertise and contributions to work of the SDG-Education 2030 SC and achievement of particular targets or thematic areas of the agenda.

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Working modalities

Working modalities will be as follows:

The SDG-Education 2030 SC is co-chaired by a Member State representative and UNESCO ADG/ED. Moreover, there will be three Vice Chairs, two from Member States from different regional groups and one from the civil society/teacher organizations constituency;

The SDG-Education 2030 SC will elect a co-chair from a Member State and three Vice-Chairs at its first meeting, and this for a term of two years;

A Bureau of the SDG-Education 2030 SC will be formed, composed of the two co-chairs and the three vice chairs, ensuring gender and regional balance. The Bureau:

- will act as liaison between the SDG-Education 2030 SC (at large) and the Secretariat between meetings and as necessary to address time sensitive issues and requests upon the SC. The Bureau will take decisions only when mandated by the SC;

- will work with and support the Secretariat to develop the themes and agendas for SDG-Education 2030 SC and global meetings, and on other strategic or operational issues;

- may represent the Steering Committee in high-level political events related to the global SDG structures and processes (ECOSOC, HLPF…) or other fora and events.

The SDG-Education SC will meet regularly, at least once a year, face to face. Further virtual meetings via teleconferencing and email consultations will be held as necessary;

The SDG-Education 2030-SC may form time-limited, ad-hoc thematic expert groups to provide technical inputs to its work, and/or draw upon the work of existing ones. These may be further defined in operational work plans of the SC. In order to ensure linkages between the SDG-Education 2030 SC and global thematic/technical education groups, the SDG-Education 2030 SC may designate thematic focal points to represent the committee;

SDG-Education 2030-SC members are expected to cover their meeting travel costs, except for representatives of civil society from developing countries and representatives of Least Developed Countries;

UNESCO will provide funding to cover meeting interpretation costs;

The working languages of the meetings will be English and French in line with UNESCO rules and regulations. When necessary and feasible, the Secretariat will attempt to provide interpretation in other UN languages as required;

UNESCO will provide the Secretariat to the SDG-Education 2030 SC, and will ensure that documents are provided timeously to enable SDG-Education 2030 SC members adequate time for consultation;

Close collaboration and dialogue between the SDG-Education 2030 SC and the Technical Cooperation Group on Indicators (TCG) will be ensured to support review of progress, including through: participation of members of the SDG-Education 2030 SC in the TCG as observers; regular reporting by TCG’s Chairs to the SDG-Education 2030 SC on the implementation of the thematic indicator framework; recommendations by the TCG on development of statistical capacities for monitoring for consideration by the SDG-Education 2030 SC. The SDG-Education 2030 SC will endorse the thematic indicators developed by the

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TCG, noting that technical discussions already undertaken in the TCG should not be re-opened in the SDG-Education 2030 SC deliberations.7

Alignment between global, regional, and national levels

Linkages between the SDG-Education 2030 SC and UN SDG Architecture and processes: The SDG-Education 2030 SC will engage with various processes and structures of the UN SDG architecture at global, regional and national levels. This may include interaction at regional level with regional commissions and other fora. At global level, the SDG-Education 2030 SC will respond to requests for inputs from the UN, including from the HLPF;

Coordination at regional level is key to ensuring alignment of approach between global, regional, and national levels. Both the three Member States, as well as the organization representing each of the regions will have a key role to play in ensuring the articulation between the global and national levels. Regional articulation allows for two-way communication by ensuring: (i) that national priorities and concerns from diverse regions inform the work of the SDG-Education 2030 SC, and (ii) that the guidance provided by the SDG-Education 2030 SC to Member States is further supported at the regional level. One way of doing this is to ensure that the three regional representatives from Member States, as well as the regional organization be part of regional coordination mechanisms;

Given their intergovernmental nature, regional organizations represented in the SDG-Education 2030 SC provide a legitimate platform for coordination, ensuring engagement of governments with representatives of civil society, co-convenor agencies, as well as other partners, as appropriate;

UNESCO, co-conveners and other partners who are facilitating regional and national consultation and SDG-related activities will support Member States representatives in the SDG-Education 2030 SC to share information and knowledge about SDG-Education 2030 SC activities and to obtain information on regional and national activities and achievements related to the SDG 4-Education 2030 agenda as needed;

The SDG-Education 2030 SC can play a role in ensuring coordination between the different (sub)regional efforts by facilitating links among the diverse consultations led by Member States, regional intergovernmental organizations, partners, civil society, academia and other stakeholders;

7 Global indicators: The 11 global indicators for SDG 4 were developed by the Inter-Agency Expert Group on SDG

Indicators (IAEG-SDG) and approved by the 47th Session of UN Statistical Commission. They will be adopted by ECOSOC in June 2016 and the UN General Assembly in September 2016 within the overall global indicator framework for the SDGs. Global indicators are considered mandatory for all countries to report against. They may be reflected upon, but cannot be changed by the Steering Committee or any other instance, group or stakeholder different than the UN official bodies involved in those definitions. Thematic indicators: A broader set of internationally-comparable indicators were developed by the Technical Advisory Group on Education Indicators (TAG) and later will be finalized and implemented by the UNESCO Institute for Statistics (UIS) working with countries, partners and stakeholders in the Technical Cooperation Group on the Indicators for SDG 4 – Education 2030 (TCG). The thematic indicator set will serve to chart global progress on education and to monitor the SDG 4 education targets more comprehensively across countries, allowing the possibility to identify challenges regarding concepts of the targets that are not reflected well by the global indicators. The thematic indicator framework includes the global indicators as a subset and represents a recommended set of additional indicators that countries may use to monitor based on the national context, policy priorities, technical capacity and data availability.

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SDG-Education 2030 SC members will participate in SDG 4-Education 2030 consultations and related activities at national, regional and global levels as appropriate.

Particular outcomes, linked to SDG-Education 2030 SC activities, may be specified in SDG-

Education 2030 SC operational plans.

Nomination procedure

Member States: Three representatives to be nominated by the chair of each regional group after

consultation within the regional group. One representative to be nominated by the chair of E-9

after consultation within the group of E-9 countries.

Co-Convenors: Executive Heads of UNESCO, UNICEF, and the World Bank to nominate one

representative each. UNDP, UNHCR, UNFPA, UN Women and ILO to nominate one representative

each and, after consultation among themselves, one of their organisations to represent them

collectively in the SDG-Education 2030 SC meeting. It is to be noted that the representatives of all

organizations will be invited as observers to the SDG- Education 2030 SC meeting and should

therefore nominate a representative each.

GPE: Chair of GPE to nominate one representative.

NGOs: CCNGO Coordination Group to elect two representatives until next Global CCNGO Meeting.

Teacher organizations: Executive Head of Education International (EI) to nominate one

representative.

OECD: Secretary-General to nominate one representative.

Regional organizations: Chair of each regional group to nominate a regional organization after

consultation within the regional group. For Latin America and the Caribbean, this will be the

Organization of Ibero-American States for Education, Science and Culture. Each Executive Head of

the organization to nominate one representative.

Nota bene: All nominations need to be accompanied by a biography in the form of a short abstract

(no more than 200 words) and should be communicated to the UNESCO Secretariat. Nominations

will be confirmed by the UNESCO Secretariat.

61

List of SDG‐Education 2030 SC Members 2016

CHAIR: (Mr Dankert Vedeler, Assistant Director General, Ministry of Education, Norway and Mr

Qian Tang, Assistant Director‐General for Education, UNESCO)

VICE‐CHAIRS: (H.E. Mr Roberto Iván Aguilar Gómez, Minister of Education, Bolivia; Mr Kazuhiro

Yoshida, Professor, Hiroshima University; Ms Maria Khan, Secretary‐ General, Asia South Pacific Association for Basic and Adult Education)

Member Regional Group I, Western European

North American

Belgium: Ms Marie‐Anne Persoons, Policy Adviser, Flemish Department of Education and Training, Strategic Policy Unit

France: Ms Florence Robine, Director, Directrice générale de l’enseignement scolaire

(DGESCO), Ministry of Education

Norway: Mr Dankert Vedeler, Assistant Director General, Department of Policy Analysis, Lifelong Learning and International Affairs, Ministry of Education and Research

Regional Group II, Eastern

Latvia: Ms Ina Druviete, Vice‐Rector for Humanities and Educational Sciences, University of Latvia Russian Federation: Mr Vladimir Filippov Rector of Peoples’ Friendship University of Russia Ukraine: Mr Michael Zgurovsky, Rector of National Technical University of Ukraine, Kiev Polytechnic Institute

Regional Organisations for Group I and Group II: Ms Marja Karjalaienen, Head of Education, Health, Research and Culture, European Commission (EC) Mr Matthew Johnson, Director of Democratic Citizenship and Participation, Council of Europe (CoE)

Regional Group III, Latin American and

Caribbean

Argentina: Ms Mercedes Miguel, Secretary of Innovation and Quality in Education

Bolivia: Mr Roberto Iván Aguilar Gómez, Minister of Education

Brazil: Ms Maria Helena Guimaraes Castro, Executive Secretary, Ministry of Education

Regional Organisation for Group III:

Mr Paulo Speller, Secretary General, Organization of Ibero‐American States for Education, Science and Culture (OEI)

Regional Group IV, Asian and

China: Mr Tao Zhan, Director‐General, Education Management Information Center, Ministry of Education

Japan: Mr Kazuhiro Yoshida, Director/Professor, Center for the Study of

International Cooperation in Education,

Hiroshima University

Republic of Korea: Mr Eun‐Pyo Hong, Professor, Sangmyung University; Special Advisor, Ministry of Education

Regional Group V(a), African

Benin: Mr Amadou Tomon, Education Affairs Attaché, Permanent Delegation of Benin to UNESCO Kenya: Mr Elijah Karinki Mungai, Assistant Director of Education, Ministry of Education, Science and Technology

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Zambia: Mr Lancelot Mutale, Chief Planning Office, Ministry of General Education

Regional Organisation for Group V (a): Mr Shem Okore Bodo, Senior Program Officer, Association Pour le Développement de l'Education en Afrique / Association for the Development of Education in Africa (ADEA)

Regional Group V(b), Arab States:

Morocco: Mr El Hayani, Director of Planning, Ministry of Education Oman: Ms Suad Mubarak Al Fori, Director of the Technical Office for Studies and Development, Ministry of Education Saudi Arabia: Mr Mansour Alosaimi, Counsellor of Education, Saudi Arabia Permanent Delegation to UNESCO Regional Organisation for Group V(b): Prof Abdusalam Aljoufi, Advisor, Arab Bureau of Education for the Gulf States (ABEGS)

E9

Pakistan: Mr Haseeb Athar, Federal Secretary, Ministry of Federal Education and Professional Training

Civil

GCE: Ms Camilla Croso, President, Global Campaign for Education (GCE) ASPBAE: Ms Maria Khan, Secretary‐General, Asia South Pacific Association for Basic and Adult Education (ASPBAE) Education International: Mr David Edwards, Deputy General Secretary

SDG4‐Education 2030 convening

agencies

UNESCO: Dr Qian Tang, Assistant Director‐General for Education UNICEF: Ms Josephine Bourne, Associate Director Education

World Bank: Mr Luis Benveniste, Practice Manager, Education UNDP: Ms Nergis Gülasan, Policy

Specialist, Strategic Policy Unit UNHCR: Ms Ita Sheehy, Senior Education Advisor UNFPA: Mr Luis Mora, Chief, Gender, Human Rights and Culture Branch, Technical Division UN Women: Ms Purna Sen, Director, Policy Division ILO: Mr Oliver Liang, Education Specialist, Sectoral Policies Department Mr Paul Comyn, Skills and Employability

Specialist, Employment Policy Department Global Partnership for Education: Ms Karen Mundy, Chief Technical Officer OECD: Mr Andreas Schleicher, Director for

Education and Special Advisor on Education

Policy to the Secretary-General