Post 2015 Education Process

Anjela Taneja,

Global Campaign for Education

What is at stake?

Form dominant global discourse: what matters Government priorities dovetailed with new

targets Financing follows targets Specific policies of what is important in

education Lays down spaces for participation: EFA

architecture

Context

New York based post MDG Process EFA Steering Committee Joint Proposal and

Muscat Agreements

Need for convergence between the two Regional platforms and spaces for roll out of

both

What needs to be influenced? actual goals, targets and indicators laid down

under both of these frameworks overall discourse of what matters in

education (nationally, regionally and globally).

architecture and processes being laid down through these processes in favour of a more progressive agenda.

What we are trying to achieve continuation of EFA framework and architecture beyond 2015

largest possible synergy between the post 2015 education agenda and framework in Korea and the education SDGs adopted in NY

recognition of education as a key element within the development framework to be adopted in NY, being both a standalone goal and an enabling one towards all other goals

goal is holistic and rights based. We are not in favour of reducing education to just narrow learning outcomes.

adequate attention to means of implementation (including financing, adequate attention to teachers, with former ideally target in itself, not means of implementation)

targets backed by proper selection of indicators that do not shrink the framework While we push for a new framework, we are not forgetting that all the MDG and

EFA targets have been missed. It is essential to also hold the global community and national governments to account for implementing existing commitments and ensure that we learn from past failures.

Post EFA Process

Muscat Process- Post EFA

Education specific goals and targets EFA architecture: EFA Steering Committee,

CCNGO, GMR, etc Serve basis of broad based consultations, led by

UNESCO, to build agreement during the WEF 2015 and Framework of action

Informs the Post 2015 process in New York Will be locked in before final agreement in NY:

space for education specific issues, can be broader/longer

Goal: Ensure equitable and inclusive quality education and lifelong learning for all by 2030

Target 1: By 2030, at least x% of girls and boys are ready for primary school through participation in quality early childhood care and education, including at least one year of free and compulsory pre-primary education, with particular attention to gender equality and the most marginalized.

Target 2: By 2030, all girls and boys complete free and compulsory quality basic education of at least 9 years and achieve relevant learning outcomes, with particular attention to gender equality and the most marginalized.

Target 3: By 2030, all youth and at least x% of adults reach a proficiency level in literacy and numeracy sufficient to fully participate in society, with particular attention to girls and women and the most marginalized.

Cont.

Target 4: By 2030, at least x% of youth and y% of adults have the knowledge and skills for decent work and life through technical and vocational, upper secondary and tertiary education and training, with particular attention to gender equality and the most marginalized.

Target 5: By 2030, all learners acquire knowledge, skills, values and attitudes to establish sustainable and peaceful societies, including through global citizenship education and education for sustainable development.

Target 6: By 2030, all governments ensure that all learners are taught by qualified, professionally-trained, motivated and well-supported teachers.

Target 7: By 2030, all countries allocate at least 4-6% of their Gross Domestic Product (GDP) or at least 15-20% of their public expenditure to education, prioritizing groups most in need; and strengthen financial cooperation for education, prioritizing countries most in need.

The Muscat Agreements – the positives Moves beyond narrow measurable learning outcomes in a few

areas Widens focus from employability as purpose of education Recognizes state responsibility; free public education of good

quality A holistic lifelong learning framework Equity and non discrimination, gender equality to underpin all

policies Goals should be universal but contextualised targets defined to

reflect national realities, especially meeting the needs of marginalised groups

The key role of teachers in quality education should be recognised and prioritised

Education for active and effective citizenship should be a central feature

Strong recognition of civil society participation in the post 2015 processes and after

Other Big wins: Muscat

Agreement on 1 year of free and compulsory pre-primary education

9 years of free and compulsory quality basic education A goal on education for sustainable development and

global citizenship education A strong target on teachers – all learners are taught by

qualified, professionally trained, motivated and well supported teachers (practically adopting the EI proposal)

Mention of financing, albeit with a relatively weak target

CSO engagement in process EFA Steering Committee Lobbying during the meeting in Muscat,

subsequently in Paris CCNGO in Chile Subsequent joint action to influence OWG

Post MDG: New York

Open Working Group

Likely to receive greater focus from governments, media, people at large

Will form basis of allocations globally Will drive programming Stated position of UNESCO is that there has

to be synergy between frameworks

OWG Text 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

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

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

4.4 by 2030, increase by x% the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

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

4.6 by 2030 ensure that all youth and at least x% of adults, both men and women, achieve literacy and numeracy

Cont 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

Means of Implementation:

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

4.b by 2020 expand by x% globally the number of scholarships for developing countries in particular LDCs, SIDS and African countries to enrol in higher education, including vocational training, ICT, technical, engineering and scientific programmes in developed countries and other developing countries

4.c by 2030 increase by x% the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially LDCs and SIDS

OWG: Big Wins Upper Secondary: Free Universal access to ECCD/ECCE/Preschool

education Universal access to tertiary education Quality of Schools and teachers both

recognized (under MOI)- although teacher target is weak

Recognizes even wider range of domains of learning

CSO Role

Joint meeting with OWG of the EFA Steering Committee- used Muscat

Lobbying during OWG sessions: through Major Groups

Lobbying OWG members within country

Asia Framework- APREC

APREC Recognize relevance of both frameworks Reiterate committment to RBA Priority Areas

Lifelong Learning- ECCE, Quality school learning, alternative learning pathways->Adult learning

Equity and Equality- overall, gender, disability, conflict

Skills and Competencies for Life and Work Quality and Teachers ICT Governance and Financing- 6/20, GPE

Wins in APREC ensuring 12 years of free and compulsory education - not just 10 years. functional literacy for all in the perspective of lifelong learning supporting non formal education and alternative learning pathways, ie stronger

language than Muscat; quality learning environments (similar to the OWG call) while retaining support for the

Muscat Agreement teacher target; equity, stronger language re reaching those in conflict and crisis situations and

attention to people with disabilities. a stronger target for domestic resource mobilisation for education: 6% of GDP and

20% of national spending - stronger than the Muscat Agreement's 4-6% of GDP and 15-20% of education spending.

more definitive 'asks' re ODA than Muscat: "....development partners to increase and better target their aid to education including official development assistance (ODA). We ask that international financing mechanisms, Global Partnerships for Education (GPE) in particular, support the implementation of the post-2015 education agenda according to the needs and priorities of the respective countries."

Successfully blocked greater emphasis on PPP in the agenda CSOs recognized as players in the new agenda

Process of Influencing

Pre-Conference lobbying to influence agenda 12 Member coalitions present. ASPBAE. Pre-

Conference planning meeting, daily updates Influencing country delegations. Champions

from within official delegations Speaker on panels, report finalization Participation in Drafting Group

Current State of Play

Areas of contention Ambiguity in a distinct global education agenda post 2015,

parallel to but complementing the new development agenda

Trend towards reducation of goals, targets: NY process. Pushback against wide framework

Financing of the frameworks? Selection of targets and Indicators:

Hug data gaps. Meaurability of some indicators- global benchmarks on technical

issues? Is a political not a technical process

Framework of Action GPE to be aligned to full 2015 agenda Continuation of the EFA architecture, CSO space within it

Next Steps UNGA- 2014- Sept UNSG Synthesis Report- Nov. Lobbying ahead of key processes in governmental

negotiations on SDG framework Regional Consultations- EFA (follow up of APREC) Development of EFA Action Plans Nagoya- UNESCO World Conference on Education

for Sustainable Development Development of Indicators- NY, EFA Korea EFA World Conference- May 2015 NY- Sept 2015

Critical Players in Asia

Individual countries ASEAN SAARC-? G 77

Strategies on the post 2015 processes: Mobilise government participation: both processes-

education, external affairs, NY representatives, UNESCO ambassador

Increased advocacy for education both within and outside of the education community

Engagement with official international fora: Regional Conferrences, NY processes

Nagoya Conference: official workshops, side events, participation in panels

Influencing the TAG: Indicator selection Fostering the active engagement of families, children, young people,

teachers and communities, especially marginalised to influence agenda: Campaign pack, translation of key documents