Report

Regional SDG - Education 2030 Latin American and the Caribbean implementation partners group meeting

Panama City, Panama, 11 and 12 April 2019

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This report provides a summary of the presentations and discussions that took place during the Regional SDG - Education 2030 Latin American and the Caribbean implementation partners’ group meeting that was held 11 and 12 April 2019.

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Introduction …………………………………………………………………………………………………………………………………………………. 5

Session Summaries and Agreements ……………………………………………………………………………………………………......... 7

I. Introduction and objectives …………………………………………..……………………………………………………………………. 7

II. SDG – Education 2030 regionalization process: Roadmap for Latin America and the Caribbean and the coordination mechanism ………………………….……………………………………………………………………………… 7

III. Moving the SDG-E2030 Agenda ahead: Overview, progress and challenges related to the

implementation of the SDG – E2030 Agenda in Latin America and the Caribbean……………………………. 8

IV. Addressing specific regional challenges for the achievement of the SDG-E2030 Agenda…….....… 8

V. Presentation of Regional SDG – E2030 Latin American and the Caribbean implementation partners survey results and joint analysis…………………….…………………………………………………………….……………………………….. 8

VI. Group Work: Joint initiatives to address regional challenges.…….………..………………………………….. 9

VII. Consultation on the draft UNICEF Education Strategy……..……………………………………………………….……. 10

VIII. Strengthening collaboration between partners………….……………………………………………………………. 10

IX. Joining forces to advance the Regional Roadmap…………………………………………………………………………….…. 11

X. Group work: an education partners communication campaign …………………………………………………………. 11

Annex 1

List of participants ..…………………………………………………………………………………………………………………………………... 13

Annex 2

Meeting agenda ...………………………………………………………………………………………………….……………………………… 15

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Introduction

Background

The Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) and the UNICEF Latin America and Caribbean Regional Office (UNICEF-LACRO) held the Regional SDG - Education 2030 Latin American and Caribbean implementation partners group meeting on 11 and 12 of April 2019, in Panama City, Panama. Focusing on education and its reciprocal interlinkages with the other Sustainable Development Goals (SDGs), the meeting responded to an essential requirement for the achievement of the 2030 Agenda for Sustainable Development and its goals: the creation of multi-stakeholder partnerships.

The meeting also responded to a clear call from Ministers of Education of Latin America and the Caribbean (LAC), high-level government representatives, representatives of United Nations agencies, regional organizations, civil society organizations and other partners of the 2030 Agenda, for collective and coordinated action between regional and sub-regional education and development partners in the implementation of SDG – E2030 Agenda.

Indeed, at the I Regional Meeting of Ministers of Education of LAC, held in Buenos Aires, Argentina, on 25 and 26 January 2017, the region’s most relevant education actors adopted the “Buenos Aires Declaration”, urging Ministries of Education, the co-convenors of the education agenda (UNESCO, UNICEF, UNHCR, ILO, UN Women, UNDP, UNFPA and the WB) and other relevant actors to ensure coherence and develop joint actions to supports its implementation, and committed to develop a roadmap that included the establishment of a coordination mechanism for this purpose.

As a follow-up to the first ministerial meeting, OREALC/UNESCO Santiago organized two Technical Follow-up Meetings, in April 2017 and February 2018, to draft a Roadmap for the implementation of SDG-E2030 in LAC. It was adopted as part of the “Cochabamba Agreements: Regional Solidarity for Achieving SDG4-E2030 in LAC” at the II Regional Meeting of Ministers of Education of LAC, held in Cochabamba, Plurinational State of Bolivia, on July 25 and 26, 2018.

Consequently, a regional coordination mechanism - composed of a Regional Steering Committee, an Executive Secretariat and four Working Groups - was established to develop regional recommendations and carry out regional actions to support Members States implement policies and programmes in themes that have been prioritized by the ministers of education of the LAC region: quality education, equity and inclusion, teachers and education workers, and lifelong learning. Above and beyond, its role is to ensure strong regional coherence, coordination (within the region and between regional and global levels) and collective work, so that countries and education partners in LAC move together towards achieving the education and education-related targets.

Fostering partnerships for the implementation of SDG – E2030 Agenda

The 2030 Agenda for Sustainable Development is a transformative agenda that requires unprecedented collective

action from all actors across sectors. Despite an increase in multi-stakeholder partnerships in the field of sustainable

development, these efforts are far from meeting the demands in delivering on the 2030 Agenda.

In what concerns SDG 4, the LAC region quickly understood that in order to achieve the education targets education

actors and partners would have to act together in a concerted and coherent manner. The realization that past

efforts, where each education-related organization and institution had its own agenda and worked separately, were

ineffective and that expertise and resources could have been better leveraged, led regional education actors to

commit to do things differently. As such, as mentioned above, they agreed on a Regional Roadmap and a regional

coordination mechanism to guarantee integrated frameworks and agendas, inter-institutional coordination and

collaboration.

Getting LAC ministries of education and education-related regional organizations and civil society organizations

working together in the same direction is an important first step. Yet, success in delivering SDG 4 in the region

requires an integrated approach. While education contributes significantly to the realization of the other SDGs,

advances in education are not sustainable if not accompanied by advances in other areas. For example, in order to

create inclusive sustainable cities (SDG 11), it is fundamental that urban communities have access to education,

particularly education for sustainable development, and lifelong learning opportunities, so that they foment

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sustainable, ecological, socially just and culturally vibrant societies. To promote better health and

well-being (SDG 3) requires ensuring that children and young people benefit from quality sexuality

education and have access to health-promoting learning environments. Shortly put, working in silos

is counterproductive and the vision and engagement of multiple stakeholders is fundamental to facilitate progress

of SDG 4 and, consequently, of all other goals.

Many regional education and development actors in LAC already contribute significantly to the education priority

areas - quality education, equity and inclusion, teachers and education workers, and lifelong learning - through

different ways and means. However, many of these efforts could be better integrated. By bringing these diverse

actors together and enabling a space for dialogue and exchange of information, the objective of the meeting was

to provide a clear picture of each stakeholders’ education-related strategies, activities and tools, and identify

linkages between them and build on each organization’s comparative advantage.

Meeting Objectives

The meeting’s main objective was to enhance collaboration and forge education multi-stakeholder partnerships that support LAC governments in the implementation of national action plans for SDG 4 and other related SDGs in ways that are coherent and mutually supportive.

More specifically, the meeting aimed to:

Foster dialogue and reach a shared understanding of the Education 2030 Agenda and the interlinkages of education with the other SDGs.

Share results and documents from the I and II Regional Meeting of Ministers of Education of Latin America and the Caribbean (2017, 2018).

Enhance the effectiveness of partnerships in the delivery of SDG – E2030 in the LAC region and identify possible areas of collaboration to support the implementation of the regional roadmap

Expected Results

Mapping of stakeholder’s activities and tools that contribute to the achievement of SDG 4 and other education-related targets in the 2030 Agenda.

Key areas of joint work are defined and joint initiatives are agreed upon, with an intersectorial perspective, which address existing gaps in SDG – E2030 implementation in the region.

Concrete ways of improving collaboration between education partners are identified , particularly in the framework of the regional roadmap.

Participants

Participants included the representatives of SDG 4 – E2030 co-convenors, United Nations agencies, regional/ inter-governmental organizations, multi-lateral development banks, NGOs, the private sector, parliaments, academia and other stakeholders.

Follow-up actions

To ensure that the meeting results are effective, a few actions are necessary to be undertaken. In order to finalize the mapping of stakeholder’s activities and tools that contribute to the achievement of SDG 4 and other education-related targets in the 2030 Agenda, OREALC/UNESCO Santiago will consolidate the information gathered from meeting discussions and re-send the survey that was prepared prior to the meeting to obtain additional responses. Furthermore, so as to move forward with the agreed joint initiatives, OREALC/UNESCO Santiago will prepare a draft proposal to send to meeting participants for feedback, delineating next steps and identifying partners’ roles.

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Session Summaries

I. Introduction

The meeting began with introductory speeches by Ms. Claudia Uribe, Director of OREALC/UNESCO Santiago, and by Mr. Youssouf Abdel-Jelil, Regional Deputy Director of UNICEF LACRO. The main messages from their statements are:

Tackling the region’s education challenges and achieving the SDG-E2030 Agenda requires building stronger and more effective partnerships – at local, national, regional and global levels – to have more integrated, coherent, intersectoral interventions.

The current economic, political, social context of the Latin American and Caribbean region has brought about new challenges and emerging issues that call for innovative education responses that focus on inclusion and quality, and increased efforts to reinforce cooperation mechanisms between countries and education partners.

Maximizing the impact of education partners’ interventions entails identifying and fostering effective partnerships. This involves analyzing partners’ areas of engagement, initiatives and tools and evaluating gaps, synergies and spaces for collaboration.

II. SDG – Education 2030 regionalization process: Roadmap for Latin America and the Caribbean and the coordination mechanism

The first session of the meeting was opened by Ms. Cecilia Barbieri, Chief of the Education 2030 Section at OREALC/UNESCO Santiago.

Her presentation focused on explaining the process through which the Latin American and Caribbean (LAC) region has contextualized the SDG-E2030 Agenda to its needs and priorities. She further explained that LAC countries, in order to progress together coordinately and coherently towards 2030, agreed on a regional coordination mechanism that was adopted at the II Regional Meeting of Ministers of Education (Cochabamba, Plurinational State of Bolivia, July 2018). This regional mechanism, which is composed of a Regional Steering Committee, four Working Groups and an Executive Secretariat, has as its ultimate purpose to ensure strong regional coherence, coordination and collective work, so that countries and education partners in LAC move together towards achieving the E2030 targets. More details on the process of regionalization and on the regional coordination mechanism can be found in her presentation.

Following her presentation, members of the Regional Steering Committee, present at the meeting, were provided a space to comment on the significance of the regionalization process and what it has meant for their organizations and those they represent. The key messages from their interventions are:

Contextualizing the SDG-E2030 to regional and sub-regional realities has led to more relevant and pertinent actions and initiatives that allow to tackle local educational challenges and better reach and alter the lives of children, youth, families and learners in general.

Inclusion and engagement of all regional education partners has been and is fundamental to this regionalization process, such as, youth groups, civil society organizations, parliaments, teachers unions, private sector, etc.

The development of policies and actions in themes that have been prioritized by the region - quality education, equity and inclusion, teachers and education workers, and lifelong learning – has reinforced the region’s commitment to the Right to Education.

Partnering-up has resulted in stronger cooperation and increased effectiveness of actions and interventions, however there is space for improvement, namely in what concerns sharing and aligning agendas, thereby avoiding duplication of efforts.

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III. Moving the SDG-E2030 Agenda ahead: Overview, progress and challenges related to the implementation of the SDG-E2030 Agenda in LAC

The second presentation was delivered by Ms. Claudia Uribe, Director of the OREALC/UNESCO Santiago. Stemming from the educational situation of the LAC region in relation to the education targets, she presented some main issues of concern within the areas of quality education, quality and inclusion, teachers and education workers and lifelong learning, and put forward themes around which education partners could work together. Detailed information on the proposals suggested can be found here.

Following her presentation, partners shared their perspectives on the region’s educational challenges and how to address them, as well as their views on how a quality and inclusive education contributes to other sectors. Below, the key messages from their interventions:

It is necessary to rethink and reshape learning methods and contents to ensure that students acquire the needed skills in language and math, and those skills for the world of work that are key for the present and that can shape the future.

Achieving the education targets and addressing the main educational challenges in the region requires analyzing synergies or trade-offs, identifying constraints, interlinkages and nexuses across other sectors. Conceptualizing and mapping these interlinkages will support decision making processes.

Education for sustainable development is fundamental in order to achieve the 2030 Agenda. What and how we teach is the foundation for social change and for a new development paradigm.

A human-rights based approach is essential for the realization of a quality education. Likewise, an integral approach to education is the basis to consider what quality education is.

IV. Round table: Addressing specific regional challenges for the achievement of the SDG-E2030 Agenda

In the roundtable session, partners shared information on initiatives they are implementing to provide an education related response to the current regional challenges and emerging issues in Latin America and the Caribbean. Mainly, the areas and initiatives in which partners are focusing are:

Early childhood: strengthening the political and technical capacities of government agencies and civil society, and, training of teachers and other education workers dedicated to the care, education and protection of children.

Youth: empowering youth by providing opportunities to develop skills for work; promoting technical and vocational education training; scholarships.

School drop-out: design and implementation of policies and interventions of alternative and flexible education models that contribute to reducing early school drop-out and drop-out at all educational levels.

Quality education: advocating for and promoting an education that includes global citizenship education, education for sustainable development, arts, sports, etc.; development of regional frameworks on these topics;

Migration: revising legal frameworks to ensure equitable access to a quality education; education strategies to combat against discrimination; development of recognition, accreditation and validation procedures of migrants skills and qualifications;

Teachers: promoting the design of public policies focused on improving teacher performance.

The session served to realize that many partners’ interventions are focused in the same or related areas and that further coordination is needed to catalyse each other’s actions. It was also consensual among all that efforts should be made to guarantee that policies to ensure equitable, inclusive and quality education become state policies, rather than government policies that are subject to changes.

V. Presentation of the Regional SDG – E2030 Latin American and Caribbean implementation partners survey results

The following session, and as an introduction to the group work that followed, Ms. Mathilde Stoleroff, Associate Programme Specialist at OREALC/UNESCO Santiago, presented the preliminary results of a survey that was sent out to

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SDG-E2030 implementation partners in the region - SDG 4 co-convenors, UN agencies, regional and sub-regional organisms, multi-lateral development banks, NGOs, parliaments, academia and other stakeholders -, prior to the meeting. The survey served to gather information on education partner’s

current and future actions and tools in support of SDG - E2030 Agenda implementation in LAC. As was explained during the presentation, the results of the survey will be the basis for a regional mapping that will be consolidated and shared with the countries of the region.

The survey results also served to evaluate complementarity of actions, synergies and identify gaps and explore potential partnerships, particularly through an intersectorial approach. To note that the preliminary results denoted that education interventions in the region have limited connections with the other education-related targets of the SDG-E2030 Agenda and with environmental issues. More details on the survey and its results can be found here.

VI. Group work: joint initiatives to address regional challenges

Taking into consideration the previous presentations on the region’s educational situation and challenges and having exchanged information on each other’s actions, participants were divided into two groups and were asked to identify key areas of work and specific actions that could be taken forward jointly through an intersectorial approach.

Despite having worked entirely separately, the two working groups coincided in regards to the area of joint work. Both groups agreed to work collaboratively in initiatives to advance target 4.7, namely 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.

Group 1. Support the development of monitoring mechanisms for target 4.7 contextualized to the LAC region

Comments:

The official global indicator to measure progress in relation to target 4.7 is the “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 assessments.”

Currently, at the global level, data on this indicator is collected through national reports on the implementation of the 1974 UNESCO Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms.

This global indicator does not monitor progress in all the topic areas of target 4.7, and neither does it measure the learning outcomes as a result of the educational inputs.

UNESCO is working towards establishing partnerships that contribute to the global discussions and set the basis for the development of tools that will allow for enhancing the monitoring process of this indicator. Agreements:

Foster high-level policy dialogues on the issue in order to obtain recommendations that contribute to enhance the global discussions as well as to provide inputs for the elaboration of a regional strategy for the monitoring of target 4.7

A starting point for this work is the definition of the minimum and basic contents that teachers and students should learn about global citizenship education and education for sustainable development followed by the definition of monitoring indicators. In this regard, intersectorial discussions should be promoted in order to reach relevant and comprehensive contents and indicators.

OREALC, as the Executive Secretariat of the regional coordination mechanism, committed to work with interested partners to develop a concept note for the implementation of this idea, and to start identifying high-level technical and policy dialogue opportunities - within and outside the education sector - to promote its discussion and build consensus around a set of actions to follow-up on its implementation.

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Group 2. Promoting education for creativity and innovation

Comments:

Quality education goes beyond teaching and acquiring literacy and numeracy skills. A quality education inherently integrates sports, arts and culture.

Education should help all learners reach their full creative potential and forge just and peaceful societies.

Education should focus on the social, emotional, mental, physical, and cognitive development of each learner

Creativity is both an enabler and a driver of the economic, social and environmental dimensions of sustainable development.

Sustainable tourism, cultural and creative industries, and heritage-based urban revitalization are powerful economic subsectors that generate green employment, stimulate local development, and foster creativity.

Creativity and innovation should be integrated into education to develop knowledge, skills, competences and values for sustainable development

The initiatives that link the science and culture sectors through education should be promoted in the region as ways to fulfill the commitments of the E2030 agenda

Digital skills through the education system should be fostered, as well as, vocational training skills across all age groups, and investments by businesses in the training of workers.

Agreements:

Collectively develop meeting agendas and integrate issues related to education for sustainable development, cultural and arts education, global citizenship education and STEAM (Science, Technology, Engineering, Arts and Design, and Math).

Focus actions on early childhood, youth and girls.

Celebrate International Arts Education Week.

VII. Consultation on the draft UNICEF Education Strategy

The following meeting session took off with a presentation on UNICEF’s Education Strategy (2019-2030) by Ms. Margarete Sachs-Israel, Regional Education Advisor at UNICEF LACRO. As she explained, the process for developing the strategy entails three core inputs, namely, data and analytics, a survey and consultations. Having some of the region’s most relevant education partners present, the session’s objective was to consult with them and obtain feedback on the strategy, particularly by responding to three questions: 1. Overall: are the proposed vision, goals and programmatic approaches articulated in clear and compelling way?; 2. Priorities and Strategic Shifts: do you agree with the priorities put forward in the Consultation draft of the Strategy, also described as Strategic Shifts? 3. Risks: do you agree with the identification of risks, and mitigation measures to address them?

More information on UNICEF’s Education Strategy (2019 – 2030) can be found here.

VIII. Strengthening collaboration between partners

Having identified areas and initiatives to work collaboratively, SDG-E2030 partners during this session discussed and evaluated how collaboration among them could be strengthened. In an open and honest dialogue, moderated by Ms. Claudia Uribe, participants commented on current practices of collaboration and put forward a few suggestions to increase and improve partnerships:

Create or use an existing web platform that consolidates information on SDG-E2030 and provides information on partner’s actions, initiatives and tools (ex. Parlared.net, OREALC/UNESCO Santiago site).

Plan and organize meetings jointly and ensure that partners’ agendas are aligned.

In addition to organizing high-level policy dialogues, foster initiatives that get together technical experts so that they can work together and envisage joint projects and products together (ex. Information systems and education innovation)

Continue to organize working meetings such as this one, in which relations are generated and strengthened.

Create national education teams that include multiple stakeholders.

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Provide technical assistance to the regional working groups and support the implementation of the regional SDG-E2030 roadmap.

IX. Joining forces to advance the Regional Roadmap (part 1)

Complementing the previous session, Ms. Cecilia Barbieri presented in further detail the action agreements of the SDG4-E2030 Implementation Roadmap for Latin America and the Caribbean. She explained the process through which the action agreements were reached, taking into consideration the region’s four prioritized areas. Within each of the working groups – 1) policies and strategies; 2) review, monitoring and reporting; 3) advocacy and communication; 4) finance and governance –, she pinpointed initiatives in the areas of quality education, equity and inclusion, teachers and education workers, and lifelong learning that partners could support with their technical expertise and resources. More specifics on the working group actions can be found here.

Partners then commented and discussed how they could collaborate in the implementation of the regional roadmap and working group activities. The main points of the discussion are summarized below:

Several of the agreed upon activities go in line with partners’ current initiatives. It is necessary to hold further discussions and consultations once the working groups develop their action plans in order to identify synergies and where each partner could have a role, thereby maximizing resources.

The agreement to work together on issues related to target 4.7 (see section VI on agreed joint initiatives) is a concrete contribution to the Policies and Strategies Working Group, particularly to the development of a regional competency framework.

The SDG-E2030 regional coordination mechanism is distinctive in the sense that it brings together countries, SDG 4 co-convenors, regional and sub-regional intergovernmental organizations and civil society organizations; this arranging is an important force to getting all these stakeholders working coherently and in a coordinated manner. Focus should then be on how to capitalize on these efforts.

Regarding the Advocacy and Communication Working Group, partners could support and align communication messages in commemoration of the International Day of Education.

X. Group work. Joining forces to advance the Regional Roadmap: an education partners communication campaign (part 2)

Mr. Nicolas Del Valle Orellana began his presentation by referring to the objectives of the Advocacy and Communication Working Group and introducing the agreed actions and activities that were included in the Roadmap adopted by the Ministers of Education of LAC region at their II Regional Meeting (Cochabamba, Plurinational State of Bolivia, July 2018). He explained that one of the initiatives that the Regional Steering Committee identified within this area was a SDG-E2030 regional campaign in articulation with partners in the region. He proceeded to describe the various steps that this initiative would entail and proposals for communication tools, which can be found here.

The presentation served as an introduction to a group work activity, in which participants were asked to come up with messages or ideas for messages for distinct audiences focusing on three topics. Agreements are summarized in the table below.

Governments and donors Civil society organizations Community (general audience)

Education Messages have to be tailored to each donor and depending on who the donor is present data on the education targets.

Messages for governments should focus on showing how certain policies have impact.

Messages for donors should demonstrate that SDG-E2030 plans, projects and programmes

Messages that transmit ideas such as “play your part”, “get involved” Messages that state that the E2030 Agenda is not solely a responsibility of the state, but of society at large. Messages should convey that civil society organizations play a role in holding governments accountable for education commitments.

Messages that transmit the idea that education is fundamental to better individuals, communities and societies. Convey messages that state that education is not solely for individual success but for safeguarding the planet and society’s well-being. Messages that demonstrate that

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are sustainable and transparent in their impact and use of resources.

learning about climate change and how to protect the planet is fundamental in order to change detrimental habits and lifestyles on the planet.

Partnership Messages that communicate the importance of working together and of not duplicating efforts. Messages that disclose how support and contributions to education programmes by governments and donors change lives and the planet.

Messages such as “work together and with other actors to improve the education system”

Messages that explain that partnerships are essential to promote education for sustainable development. Messages that raise civil society organizations’ awareness that development to be sustainable goes beyond economic growth.

Messages that transmit to children, youth and communities that their voices and opinions regarding education are important. Messages that explain that each person can support governments in the implementation of an education that looks after people and the planet.

Intersectoriality

Messages that pass on the idea that the support and funding that governments and donors provide to the E2030 Agenda benefits others sectors (economy, work, health, culture, etc.). Messages that convey the idea that the United Nations agencies work together in a coordinated manner and have the capacity to work together with governments to support the achievement of their sustainable development commitments.

Messages that transmit the idea Tha that the E2030 Agenda calls for the

contribution of all organizations across sectors.

Messages that transmit the

education agenda promotes new forms of learning linked to creativity, innovation, global citizenship and sustainable development

Messages that showcase how education improves lives in various sectors, such as health, cities, environment and peace.

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Annexes

List of participants

Organization Name and position

UNDP

Gonzalo Pizarro Regional Policy Advisor on the SDGs

FAO

Verónica Boero Regional Statistics Officer

ILO

Fernando Casanova Programme Officer,ILO-Cinterfor

IOM

Marcelo Pisani Regional Director for Central America, North America and the Caribbean

WHO

Gerardo Alfaro Regional Director

UNAIDS

Mary Ann Seday Monitoring Regional Advisor

UNISDR

Raul Salazar Chief of the Regional Office

UN Women

Luiza Carvalho Regional Director

UNODC

Melva Ramirez Programme Officer

BID Emiliana Vegas Chief Higher Education

OAS

Jesús Giacoman Director Department of Human Development, Education and Employment, Executive Secretariat for Integral Development

OEI Melissa Wong Director Panama

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CECC-SICA

Carlos Staff Secretary General

CLADE

Blanca Cecilia Gomes Representative Colombia

PARLATINO Alfredo Jiménez Technical coordinator

Caribbean Development Foundation

Carol Daniel President & Founder

Global Compact - Sumarse- Panamá

Teresa de Alfaro Executive Director

AECID Julián Egea Programme officer

CERLALC Mariane Ponsford Director

UNEP

Adriana Zacarías Focal point for the LAC Environmental Training Network

UNEP Piedad Martín Focal point SDG and Gender

UNEP Gloria Ordóñez Environmental education

WFP

Marc Regnault de la Mothe Chief of regional partnerships

OREALC/UNESCO Santiago

Claudia Uribe Director

OREALC/ UNESCO Santiago

Cecilia Barbieri Chief of E2030 Section

OREALC/ UNESCO Santiago

Romina Kasman Regional coordinator

OREALC/ UNESCO Santiago

Mathilde Stoleroff Associate Programme Specialist

OREALC/ UNESCO Santiago

Nicolás del Valle Orellana Assistant Programme Specialist

UNESCO San José Ricardo Martinez-brenes Programme officer

UNESCO Kingston Katherine Grigsby Director

UNICEF LACRO Margarete Sachs-Israel Regional education advisor

UNICEF LACRO Vincenzo Placco Education specialist

UNICEF LACRO Mi Ri Seo Koh Education Officer

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Meeting Agenda

Day 1, Thursday, 11 April 2019

09:00 – 09:30 Welcoming remarks and meeting objectives

Youssouf Abdel-Jelil, Regional Deputy Director, UNICEF LACRO

Claudia Uribe, Director, OREALC/UNESCO Santiago

Introduction of participants

09:30 – 10:30 Session I. SDG - Education 2030 regionalization process: Roadmap for Latin America and the Caribbean and the coordination mechanism

Objective: to present progress in the regionalization of SDG – E2030 Agenda in LAC and in its coordination process to advance regional cooperation

Presentation:

Cecilia Barbieri, Chief, E2030 Section, OREALC/UNESCO Santiago

Inputs from Regional Steering Committee members

Comments, Q&A

10:30 – 10:45 Coffee Break

10:45 – 12:00 Session II. Moving the SDG-E2030 Agenda ahead: Overview, progress and challenges related to the implementation of the SDG-E2030 Agenda in LAC

Objective: to provide a critical analysis on the status of implementation of SDG – E2030 Agenda in the LAC region, signposting main challenges and emerging issues

Presentation:

Claudia Uribe, Director, OREALC/UNESCO Santiago

Perspectives from partners

Comments, Q&A

12:00 – 13:15 Round table: Addressing specific regional challenges for the achievement of the SDG-E2030 Agenda

Objective: to share information on initiatives partners are implementing to provide an education related response to the current regional challenges and emerging issues in Latin America and the Caribbean

Presentations

Comments, Q&A

Moderator : Vincenzo Placco, Education Specialist, UNICEF LACRO

13:15 - 14:30 Lunch

14:30-15:00 Session III. Presentation of Regional SDG – E2030 Latin American and the Caribbean implementation partners survey results and joint analysis

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Objective: to present and jointly analyse the responses to the Regional SDG - Education 2030 Latin American and Caribbean implementation partners group survey, identifying work trends and gaps in supporting countries in the achievement of the SDG – E2030 Agenda

Presentation:

Mathilde Stoleroff, Associate Programme Specialist, E2030 Section, OREALC/UNESCO Santiago

Comments, Q&A

15:00 – 16:15 Session III (cont.)

Part I. Group work: a partners approach in the implementation of the SDG – E2030 Agenda in LAC

Objective: based on the previous sessions, to define key areas of work and actions that can be jointly addressed through an intersectorial approach

Report back in plenary

Facilitators:

Romina Kasman, Regional Programme Coordinator, OREALC/UNESCO Santiago

Mathilde Stoleroff, Associate Programme Specialist, E2030 Section, OREALC/UNESCO Santiago

16:15 - 16:30 Coffee Break

16:30 – 18:00 Part II. Group work: joint initiatives to address regional challenges

Objective: stemming from the agreements of the previous session, and building on each other’s comparative advantage, define how to take forward the joint actions.

Report back in plenary

18:30 Welcoming cocktail

Day 2, Friday, 12 April 2019

09:00 – 10:30 Session IV. Consultation on the draft UNICEF Education Strategy

Objective: to present and obtain feedback on UNICEF’s draft education strategy

Presentation:

Margarete Sachs-Israel, Regional Education Advisor, UNICEF LACRO

Group consultation (60 minutes)

Wrap-up

10:30 – 11:30 Session V. Strenghtening collaboration between partners

Objective: discuss how can collaboration can improve to ensure that SDG-E2030 implementation partners act more coherently and coordinated

Moderator: Claudia Uribe, Director, OREALC/UNESCO Santiago

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11:30 – 11:45 Coffee Break

11:45 – 12:30 Session VI. Joining forces to advance the Regional Roadmap (part 1)

Objective: to present in further detail the action agreements of the regional roadmap and discuss and identify ways in which partners could collaborate in their implementation

Presentation:

Cecilia Barbieri, Chief, E2030 Section, OREALC/UNESCO Santiago

Comments, Q&A

Moderator: Romina Kasman, Regional Programme Coordinator, OREALC/UNESCO Santiago

12:30 – 14:00 Group work: joining forces to advance the Regional Roadmap: an education partners communication campaign (part 2)

Objective: to discuss and elaborate a SDG – E2030 partners communication campaign, particularly with an intersectorial perspective

Facilitator:

Nicolas Del Valle Orellana, Assistant Programme Specialist, E2030 Section, OREALC/UNESCO Santiago

Report back in plenary

14:00 – 15:30 Lunch

15:30 End of the meeting