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Bangkok, Thailand

SESSION GUIDELINES

3rd Asia-Pacific Meeting on Education 2030 (APMED2030)

4-7 July 2017

Dusit Thani Hotel Bangkok, Thailand

For sessions 5-6, 7-8, 10-11, 12 and 13 only

GUIDELINES


4-7 July 2017

Session 5 & 6

Plenary and parallel discussions

Curricula, Textbooks, Teaching and Learning

Day 1 Tuesday, 4 July 2017

Session 5 (Plenary session) 14:45-15:45 Location: Napalai Ballroom

Session 6 (Parallel sessions) 16:15-17:30 Location: See below

Session 5 (Plenary)

Chair

Ms. Cecilia Soriano, Programmes and Operations Coordinator, Asia South Pacific Bureau of Adult Education (ASPBAE)

Presenter

Ms. Jun Morohashi, Head of Executive Office/Regional Programme Coordinator, UNESCO Bangkok

Background

The over-arching goal of these sessions are to identify effective strategies for mainstreaming the key topics of Target 4.7 (i.e.: human rights, gender equality, education for sustainable development and sustainable lifestyles, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity, sexuality education, etc.) into curricula, textbooks, teacher education and learning. UNESCO is currently conducting a study to analyse existing initiatives for teaching/learning these key topics in order to develop competencies set by SDG Target 4.7 in a holistic manner (i.e. cognitive, socio-emotional and behavioural dimensions) In so doing, the study will allow for the identification of effective strategies for integrating these topics into curricula,

Guidelines: 3rd APMED2030 – Session 5 & 6

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textbooks, teaching/learning and assessment. The outputs of the session discussions should feed into the national action plans for implementing Target 4.7. Based on the findings of this analytical study, in this session UNESCO will share an overview of effective and innovative initiatives related to SDG4.7. The sharing will also include a set of key factors of success, commonalities and complementarities among different programmes and concepts (e.g. education for sustainable development, global citizenship education, peace and human rights education, sexuality education, disaster risk reduction, etc.), and how they contribute to achieving Target 4.7. The focus will be placed on the strategies for mainstreaming the target, while particular programmes, projects and practices will be cited as examples. The sessions offer an opportunity for deeper reflection on the convergence of strategies despite the diverse topic areas, towards the target set by SDG target 4.7 which aims at ensuring that all learners acquire knowledge and skills needed to promote sustainable development. These sessions will help the national representatives to discover and identify effective strategies for mainstreaming target 4.7, which will feed into their respective national action plans. During the coffee breaks, a marketplace will be set up where products, tools and resources can be shared.

Objectives

Create a better understanding of: o How to apply a holistic approach when integrating key topics and

mainstreaming Target 4.7 (i.e. curricula, textbooks/other pedagogical materials, teacher education, teaching/learning methods, learning environment);

o a set of parameters defining Target 4.7 (i.e. competences covered, approaches to apply…);

o strategies for mainstreaming Target 4.7 (i.e. methodology).

Set a common ground of work at the regional level for facilitating the development of national action plans for mainstreaming Target 4.7 in curricula, textbooks and teaching learning.

Expected outputs

A set of success factors for achieving Target 4.7

Experiences and good practices as shared by participating countries and partners

Concrete modalities for action at the national and regional levels

Available support materials shared by organizers and partners

Modality

An overall presentation by UNESCO Bangkok (25 minutes) will be followed by a structured Q&A session (30 minutes) with wrap-up remarks by the Chair (5 minutes).


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Session 6 (Parallel sessions)

Objectives

Advance reflections on how to mainstream Target 4.7 in curricula, textbooks/pedagogical materials, teacher education, learning methods and learning environment.

Elaborate concrete suggestions for action at the national and regional level that will feed into the national action plan.

Group arrangement

Two broad categories with three groups each with specific questions. Curricula/textbooks

Group 1A: revising the nationally prescribed curricula (policy level)

Group 1B: school-based implemented curricula (practical level)

Group 1C: textbooks and other pedagogical materials

Teaching and learning

Group 2A: teacher education

Group 2B: pedagogical issues (teaching/learning methods)

Group 2C: learning environment

*For group work location, please see the table below.

Expected outputs

List of actions for mainstreaming Target 4.7 feeding into the national action plans

Documentation of inputs for the recommendations at the regional level

Key questions

1) What progress has been achieved in curricula, textbooks, teaching and learning at the national level? On that basis, identify prioritized opportunities for mainstreaming Target 4.7.

2) What are the administrative and legal (if necessary) measures required to integrate Target 4.7 related components in curricula, textbooks, teaching and learning? Identify up to 3 priority actions.

3) What resources (financial and human resources) are required? Engage preliminary reflections on the costing.

4) What obstacles do you foresee in moving forward with the indicated actions and what support is needed from partners including national, regional and international entities?


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5) Who are the main partners and stakeholders to collaborate with for enhancing the mainstreaming of the Target?

Modality

Each group will select a rapporteur from among the participants within the group. Each group will be assigned a facilitator(s), who will facilitate the session to structure the discussions, encourage participants to take part in the discussions and ensure that the expected results of the group work are produced. The role of the rapporteur will be to present the group’s responses to the questions during the report back session. The facilitator(s), rapporteur and note taker(s) will work together to prepare the outcomes of this session which will be presented by the rapporteur at Session 9 on Day 2 (5 July). Please use the Powerpoint template which will be provided at the beginning of the session to record the final inputs. The Rapporteur will use the PowerPoint template to present the outcomes of the session. The note takers of Session 6 (group work only) should submit the final report (consolidated notes) to Ms Tianyi Liu at [email protected] with copy to Ms Malisa Santigul at [email protected] by 10:30 AM on Wednesday, 5 July 2017.

Group Facilitator Location

Curricula/textbooks

Group 1A: revising the nationally prescribed curricula (policy level)

Ms. Jonghwi Park, Programme Specialist (ICT in Education), UNESCO Bangkok

Napalai, Upper Level Lobby

Group 1B: school-based implemented curricula (practical level)

Dr. Lorna Down, Senior Lecturer, School of Education, The University of the West Indies, Jamaica

Vimarn Suriya, Upper Level Lobby

Group 1C: textbooks and other pedagogical materials

Professor Krishna Kumar, Former Director, National Council of Educational Research and Training (NCERT), and Professor, Department of Education, Delhi University

Saladaeng, Upper Level Lobby


Group 2A: teacher education

Ms. Lay Cheng Tan, Programme Officer (Teacher Education), UNESCO Bangkok

Silom, Upper Level Lobby

mailto:[email protected]



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Group 2B: pedagogical issues (teaching/learning methods)

Dr. Hye-Won Lee, Division for Global Education, Korea Institute for Curriculum and Evaluation (KICE), Republic of Korea

Lumpini, Upper Level Lobby

Group 2C: learning environment

Dr. Vachararutai (Jan) Boontinand, Institute of Human Rights and Peace Studies, Mahidol University, Thailand

The Cellar, Upper Level Lobby

GUIDELINES


4-7 July 2017

Session 7 & 8


Mainstreaming SDG Target 4.7 – Learning Assessment & Support Structure

Day 2 Wednesday 5 July 2017

Session 7 (Plenary session) 8:30 – 10:00 (1.5 hours) Location: Napalai Ballroom

Session 8 (Parallel sessions) 10:30 –12:00 (1.5 hours) Location: See below

Session 7 (Plenary)

Chair

Mr. Mark Bray, UNESCO Chair Professor in Comparative Education, Comparative Education Research Centre, The University of Hong Kong

Presenter

Ms. Ramya Vivekanandan, Programme Specialist, UNESCO Bangkok

Background

The over-arching goal of these sessions are to identify effective strategies for mainstreaming the key topics of Target 4.7 (i.e.: human rights, gender equality, education for sustainable development and sustainable lifestyles, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity, sexuality education, etc.) in learning assessment. This is an important area for discussion, given that the target’s indicative strategy 6 focuses on supporting “the development of more robust assessment systems for ESD and GCED to assess cognitive, socio-emotional and behavioral learning outcomes, using existing and proven tools when possible, identifying needs for the development of new tools and including a broad range of countries and regions, taking into account the work of the UNESCO Institute

Guidelines: 3rd APMED2030 – Session 7&8

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for Statistics (UIS) and other partners.” 1 Despite the accent placed on this strategy, deliberations at the APMED2030 II in 2016 and the inputs given in the pre-meeting survey leading up to it indicated that most countries of the region are finding it hard to realize this objective. This comes as no surprise given the complexity of assessing the multidimensional topic areas covered by Target 4.7, particularly via the means of pen-and-paper tests and other such traditional measures. The challenge associated with this as well as assessment of broader areas of “transversal competencies” or “21st century skills” has been highlighted in the recent work of many organizations, including UNESCO Bangkok via NEQMAP, the Brookings Institution and others. However this work has also revealed some promising examples and strategies for learning assessment in regard to Target 4.7, both in terms of large-scale standardized assessment (e.g. public examinations, national assessments, regional and international assessments) as well as school- and classroom-based assessment. Despite these interesting examples, an enduring challenge is in relation to ensuring the usage of the results of such assessments and their linkage with policy and ultimately practice. This challenge is as much an issue of developing the capacity of policymakers and other stakeholders to use assessment data as it is a question of appropriate support structures that allow for such a feedback loop to exist in the first place. In this session, UNESCO will begin by providing an overview of some examples of initiatives to assess learners in regard to topic areas under Target 4.7, both in terms of large-scale assessment as well as school- and classroom-based assessment. The sharing will also include a set of key factors of success, commonalities and complementarities among different programmes and concepts (e.g. education for sustainable development, global citizenship education, peace and human rights education, sexuality education, disaster risk reduction, etc.), and how they contribute to achieving Target 4.7. The focus will be placed on the strategies for mainstreaming the target, while particular programmes, projects and practices will be cited as examples. The issue of assessment usage and impact will also be addressed. Following this, there will be a structured panel discussion involving some of the key actors which have been involved in developing and implementing learning assessment in regard to Target 4.7 topics, both in terms of large-scale assessment and school/classroom-based assessment. The panel discussion will entail the panellists responding to a common set of targeted questions from the facilitator rather than individual presentations. This will then be followed by an open question and answer period. During the coffee breaks, a marketplace will be set up where products, tools and resources will be shared.

1 Framework for Action for the Implementation of Sustainable Development Goal 4 (http://unesdoc.unesco.org/images/0024/002456/245656e.pdf)

http://unesdoc.unesco.org/images/0024/002456/245656e.pdf


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Objectives

Create a better understanding of: o How to incorporate Target 4.7 topic areas in learning assessment, both large-

scale, standardized assessment and school/classroom-based, learner-centred assessment

o Interesting/innovative practices in this regard

Set a common ground of work at the regional level for facilitating the development of national action plans for mainstreaming Target 4.7 in learning assessment

Expected outputs

A set of success factors for achieving Target 4.7

Experiences and good practices as shared by participating countries and partners

Concrete modalities for action at the national and regional levels

Available support materials shared by organizers and partners

Modality

An overall presentation by UNESCO Bangkok (20 minutes) will be followed by a structured panel discussion (40 minutes), after which there will be time for Q&A (30 minutes).


Objectives

Advance reflections on how to mainstream Target 4.7 in learning assessment, both in large-scale, standardized assessments as well as school/classroom-based, learner-centred assessment

Elaborate concrete suggestions for action at the national and regional level that will feed into the national action plan.

Group arrangement

Six sub-regional groups, each of which will focus on the key questions noted below.

o Group 1 – Central Asia o Group 2 – South Asia o Group 3 – NE Asia o Group 4 – SE Asia Mekong o Group 5 – SE Asia Insular o Group 6 – Pacific

Expected outputs

o List of actions for mainstreaming Target 4.7 into learning assessment feeding into the national action plans

o Documentation of inputs for the recommendations at the regional level


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Key questions

What progress has been achieved in mainstreaming Target 4.7 into existing practices of learning assessment in your country(ies)? On that basis, identify prioritized opportunities for mainstreaming Target 4.7.

What efforts have been made to ensure that the results of learning assessments in regard to the areas covered under Target 4.7 are used to inform policy and practice?

What are the policy- and technical-level actions required to integrate Target 4.7 related components in learning assessment? Identify up to 3 priority actions.

What resources (financial and human) are required? Engage preliminary reflections on the costing.

What obstacles do you foresee in moving forward with the indicated actions and what support is needed from partners including national, regional and international entities?

Who are the main partners and stakeholders to collaborate with for enhancing the mainstreaming of the Target?

Modality

Each group will select a rapporteur from among the participants within the group. Each group will be assigned a facilitator(s), who will facilitate the session to structure the discussions, encourage participants to take part in the discussions and ensure that the expected results of the group work are produced. In addition, each group will have a resource person who can assist with the discussion and answer any technical questions in regard to the topic. The role of the rapporteur will be to present the group’s responses to the questions during the report back session. The facilitator(s), rapporteur and note taker(s) will work together to prepare the outcomes of this session which will be presented by the rapporteur at Session 9 on Day 2 (5 July). Please use the Powerpoint template which will be provided at the beginning of the session to record the final inputs. The Rapporteur will use the PowerPoint template to present the outcomes of the session. The note takers of Session 8 (group work only) should submit the final report (consolidated notes) to Ms Tianyi Liu at [email protected] with copy to Ms Malisa Santigul at [email protected] by 3:00 PM – 5 July 2017.




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Facilitators

o Group 1 – Ms Lina Benete (UNESCO) & Mr Bakhtiyor Namazov (UNESCO) o Group 2 – Ms Satoko Yano (UNESCO) & Ms Mazeena Jameel (UNICEF) o Group 3 – Mr Robert Parua (UNESCO) & Ms Yume Yamaguchi (Tokyo Tech) o Group 4 – Mr Santosh Khatri (UNESCO) & Ms Patricia Bheeka (UNICEF) o Group 5 – Mr Danilo (Danny) Padilla (UNESCO) & Ms Azlina Kamal (UNICEF) o Group 6 – Ms Tserennadmid Nyamkhuu (UNESCO) & Ms Camilla Woeldike (UNICEF)

Resource persons

o Group 1 – Ms Ramya Vivekanandan (UNESCO) o Group 2 – Mr Yesh Bahadur Ghaley (Bhutan) o Group 3 – Mr Samuel Chu (University of Hong Kong) o Group 4 – Ms Jimin Cho (KICE) o Group 5 – Mr Manuel Cordoso (UNICEF) o Group 6 – Ms Jeaniene Spink (ACER)

Location

o Group 1 – Central Asia: Vimarn Suriya o Group 2 – South Asia: Napalai o Group 3 – NE Asia: Saladaeng o Group 4 – SE Asia Mekong: Silom o Group 5 – SE Asia Insular: Lumpini o Group 6 – Pacific: The Cellar

Sub regions Countries

South Asia Afghanistan, Bangladesh, Bhutan, India, Iran, Nepal, Pakistan, Sri Lanka, Maldives

Central Asia Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan

Northeast Asia China, Democratic People’s Republic of Korea (DPRK), Republic of Korea, Japan, Mongolia

Southeast Asia Mekong

Cambodia, Lao PDR, Myanmar, Thailand, Viet Nam

Southeast Asia Insular

Philippines, Indonesia, Malaysia

Pacific Australia, Cook Islands, Kiribati, Nauru, Papua New Guinea, Samoa, Tonga, Vanuatu

GUIDELINES

3rd Asia-Pacific Meeting on Education 2030 (APMED 2030)

4-7 July 2017

Session 10 & 11


Monitoring SDG4 Target 4.7

Day 2 Wednesday 5 July 2017

Session 10 (Plenary session) 15:30 – 17:30 (2 hours) Location: Napalai Ballroom

Session 11 (Parallel sessions) 08:30 – 09:45 (75 min) Location: See below

Session 10 (Plenary)

Chair

Mr. Shailendra Sigdel, Statistical Advisor for South Asia, UIS

Presenters

Ms. Jeaniene Spink, Research Director, Education and Development, Australian Council

for Education Research (ACER)

Dr. Nguyen Duc Minh – Deputy Director of VNIES (Viet Nam Institute of Education

Sciences)

Mr. Chris Castle, Chief, Section of Health and Education, Education Sector, UNESCO HQ

Mr. Yesh Bahadur Ghaley, Principal, Punakha Central School, Bhutan

Background

The goal of these sessions is to share effective examples of monitoring the key topics of Target 4.7, particularly those from the region, with the aim of stimulating ideas about how countries can strengthen national monitoring of Target 4.7. A number of global and regional data sources exist that include aspects of Target 4.7 which countries in the Asia-Pacific region will find useful. The indicators from these data sources may also be a helpful reference as countries consider ways to strengthen their monitoring efforts in relation to Target 4.7. The Southeast Asia Primary Learning Matrix (SEA-PLM)


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includes a component on GCED, for example, and the Viet Nam Institute of Education Sciences (VNIES) has been working to develop methods for monitoring country progress in ESD. UNESCO undertakes monitoring of Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms, known as the ‘1974 Recommendation’ adopted by UNESCO’s General Conference. A sixth consultation has just been undertaken, and as the content and principles of the 1974 Recommendation are closely aligned with Target 4.7, efforts have been made to ensure that the related concepts reflected in Target 4.7 are included in the guidelines. While these data sources are an important reference, countries will find it helpful to consider ways of monitoring country-level progress in relation to Target 4.7, including at the school level. Such approaches provide valuable insights that can help to inform educational planning, programmes and policies. Examples include ways to monitor levels of learner wellness and happiness, as exemplified by efforts underway in Bhutan and other countries. In this session, examples of efforts to monitor Target 4.7 will be shared, including large-scale assessment as well as school and classroom-based assessment. Presentations will span key content areas of Target 4.7, including in the areas of ESD, GCED and wellness/happy schools, with an emphasis on available data, methods and tools for the region. Panellists in this session will be asked to draw out examples of how monitoring can concretely lead to improved planning, programming and policies. Following the panel presentation, a moderated open question and answer period will enable a wider discussion of opportunities and challenges for strengthening country monitoring of Target 4.7.

Objectives

1. Improve understanding of data sources, methods and tools that can help countries to strengthen the monitoring of Target 4.7

2. Share examples of specific monitoring efforts in the region, specifically those relating to ESD, GCED and wellness/happy schools

3. Contribute towards the development of good national action plans

Expected outputs

Experiences and good policies and practices as shared by participating countries and partners

Identification of key resources and tools

Concrete ideas for how to enhance country monitoring of Target 4.7 in national action plans

Session organization

1. Introduction to the session, its purpose and objectives, by the chair (5 minutes)

2. Followed by 4 presentations:

The GCED component of the SEA-PLM and its relevance to country monitoring of GCED, Ms. Jeanine Spink, ACER (20 minutes)


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Approaches developed by VNIES to monitoring country progress in ESD, Dr. Nguyen Duc Minh – Deputy Director of VNIES (20 minutes)

Highlights and trends emerging from the latest round of the 1974 Recommendation and resources for GCED, ESD and other aspects relating to Target 4.7, Mr. Chris Castle, UNESCO HQ (20 minutes)

Sharing lessons from efforts to measure happiness in schools, Mr. Yesh Bahadur Ghaley, Principal, Punakha Central School, Bhutan (20 minutes)

3. Moderated discussion with audience and between panelists (remaining time of the session)


Objectives

1. Increase participant knowledge about strategies for country monitoring of Target 4.7, particularly in the thematic areas of 1) ESD; 2) GCED/learning to live together; 3) lifestyle, wellbeing and health; 4) culture; and 5) gender equality

2. Develop promising ideas that can be used to strengthen national action plans

Group arrangement

Five thematic groups, as follows:

o Group 1 – Education for Sustainable Development o Group 2 – Global citizenship education/learning to live together o Group 3 – Lifestyle, wellbeing and health o Group 4 – Culture o Group 5 – Gender equality

Expected outputs

List of practical strategies that can be used to strengthen country monitoring of Target 4.7

Expanded understanding of how to utilise existing tools and resources in this area

Key questions to be considered by each of the thematic groups

1. What are the most important sources of data available to help monitor the thematic focus of your group?

2. Where are there significant gaps in sources of data? What does your group suggest to address these gaps?

3. What are the most helpful tools and resources to help monitor progress on Target 4.7 for:

Curriculum


National and school policies


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4. What does your group feel are the best approaches for countries to strengthen monitoring on Target 4.7?

5. Please indicate the kinds of support countries will need to make progress in this area.

Methodology

Each group will select a rapporteur from among the participants within the group. Each group will be assigned a facilitator, who will facilitate the session to structure the discussions, encourage participants to take part in the discussions and ensure that the expected results of the group work are produced. In addition, each group will have a resource person who can assist with the discussion and answer any technical questions in regard to the topic. A rapporteur will also be assigned to present the group’s responses in plenary. The facilitators, rapporteurs and note takers will work together to prepare the outcomes of this session which will be presented by the rapporteur at the end of session 11 (Plenary from 09:45 – 11:00 am in the Napalai Ballroom) Please use the PowerPoint template which will be provided at the beginning of the session to record the final inputs. The Rapporteur will use the PowerPoint template to present the outcomes of the session. The note takers of Session 11 (group work only) should submit the final report (consolidated notes) to Ms Tianyi Liu at [email protected] with copy to Ms Malisa Santigul at [email protected] by 11:30 AM 6 July 2017.

Facilitators o Group 1 – Ms. Nicole Starkey, UNESCO Myanmar o Group 2 – Mr. Nyi Nyi Thaung, UNESCO Islamabad o Group 3 – Ms. Satoko Yano, UNESCO New Delhi o Group 4 – Ms. Duong Bich Hanh, UNESCO Bangkok o Group 5 – Ms. Aurélie Acoca, UIS

Resource persons o Group 1 – Ms. Ushio Miura, UNESCO Bangkok o Group 2 – Ms. Jun Morohashi, UNESCO Bangkok o Group 3 – TBD o Group 4 – TBD o Group 5 – Ms. Camilla Woeldike, UNICEF EAPRO

Location

o Napalai Ballroom: Group 1 – Education for Sustainable Development o The Cellar: Group 2 – Global citizenship education/learning to live together o Saladaeng: Group 3 – Lifestyle, wellbeing and health o Silom: Group 4 – Culture o Lumpini: Group 5 – Gender equality



GUIDELINES


4-7 July 2017

Session 12

Parallel Sessions

Developing National Action Plans

Day 3 Thursday 6 July 2017

Session 12 11:00 am – 12:30 pm (90 min) Locations: See below

Background

One of the key outputs of the 3rd APMED2030 is the (draft) national action plans to operationalize and monitor SDG target 4.7. For this purpose, a template has been prepared (attached as Annex). In order to help national delegates reflect upon what administrative and legal measures are to be taken at the national level and effective strategies for putting them in place and practice (including issues of resourcing), Sessions 5 & 6 on curricula/textbooks and teaching/learning, Sessions 7 & 8 on learning assessment and Sessions 10 & 11 on monitoring will precede this Session. This will also for the formulation of concrete suggestions and recommendations that will feed into the development of action plans. Before coming to the meeting, the participants are invited to engage in a preparatory discussion with concerned education authorities and partners to identify the following elements:

Progress which has been achieved in view of mainstreaming SDG Target 4.7 in: o Education policy and strategies, with indications of which levels/sub-sectors

as listed below are specifically targeted: Pre-primary Primary Secondary Post-secondary/Tertiary

Guidelines: 3rd APMED2030 – Session 12

2

TVET Non-formal Adult learning

o Mechanism for monitoring and evaluation as well as reporting o Curricula o Textbooks o Teacher education o Learning assessment

Any opportunities in terms of planned/ongoing actions related to other SDG4 targets and other SDGs that could be associated with the efforts for mainstreaming Target 4.7.

Partners at the national, regional and global level who should be associated. If the country has participated in the 6th Consultation on the implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974) 1 conducted by UNESCO in 2016, the responses to the questionnaire could be useful for this preparatory exercise prior to the meeting.

Objectives

Taking into account the recommendations and suggestions discussed during the thematic sessions, develop national action plans on the operationalization and monitoring of SDG target 4.7.

Discuss contents/modalities of regional level support to Member States that will feed into the regional recommendations.

Expected outputs

Draft national action plans developed per country

Group arrangement

Each delegation will work as a group covering the following areas: 1. Education policy and strategy 2. Mechanism for M&E and reporting 3. Curricula 4. Textbooks 5. Teacher education 6. Learning assessment

Key questions

Using the action plan template, the Session will address the following questions: 1) What are the priority actions required for the mainstreaming of Target 4.7 at the

national level?

1 http://unesdoc.unesco.org/images/0024/002451/245155E.pdf

http://unesdoc.unesco.org/images/0024/002451/245155E.pdf


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2) Which entities are to be responsible for leading the process of planning, implementing, M&E?

3) What are the ongoing/planned actions that could be associated with the mainstreaming efforts?

4) Who are the major partners at the national, regional and global levels to be associated with the follow up measures?

5) What is a realistic timeframe? 6) What financial and human resources are required? Engage preliminary reflections on

the costing (to be further discussed upon returning home). 7) What do you recommend to UNESCO, UNICEF and other partners for them to

support country efforts?

Modality

Each group will be assigned resource person(s), who will provide support as necessary to Member States to ensure that the expected results of the group work are produced. Each country delegation should submit their national action plan for SDG4.7 to the 3rd APMED2030 Secretariat at [email protected] by 7 July 2017. Location:

South Asia countries: The Cellar, Upper Level Lobby

Central Asia countries: Vimarn Suriya, Upper Level Lobby

Pacific countries: Napalai, Upper Level Lobby

Northeast Asia countries: Saladaeng, Upper Level Lobby

Southeast Asia Mekong countries: Silom, Upper Level Lobby

Southeast Asia Insular countries: Lumpini, Upper Level Lobby

Sub regions Countries

South Asia Afghanistan, Bangladesh, Bhutan, India, Iran, Nepal, Pakistan, Sri Lanka, Maldives

Central Asia Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan

Northeast Asia China, Democratic People’s Republic of Korea (DPRK), Republic of Korea, Japan, Mongolia

Southeast Asia Mekong

Cambodia, Lao PDR, Myanmar, Thailand, Viet Nam

Southeast Asia Insular

Philippines, Indonesia, Malaysia

Pacific Australia, Cook Islands, Kiribati, Nauru, Papua New Guinea, Samoa, Tonga, Vanuatu



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GUIDELINES

3rd Asia-Pacific Meeting on Education 2030

(APMED 2030)

4-7 July 2017

Session 13: MONITORING SDG4-EDUCATION 2030 IN ASIA-PACIFIC

6 July 2017 13:00 – 14:30 hrs. Napalai Ballroom

Background

The Sustainable Development Goals have a special emphasis on monitoring its progress. Regarding

SDG4, the United Nations Statistical Division (UNSD) endorsed 11+ indicators to monitor the global

progress towards achieving the education targets. Additionally, as proposed by the Technical Advisory

group (TAG) now known as the Technical Cooperation Group (TCG), SDG4 Steering Committee, led by

UNESCO HQ and the UIS, has adopted 32+ indicators establishing the thematic indicators framework,

which attempts to cover education progress more comprehensively.

The TCG, composed of Member States and partner agencies, reviewed the complete list of 43 thematic

indicators (11 global indicators and additional 32 indicators). Among the thematic indicators, the TCG

identified 29 indicators that can be reported on in 2017 and 14 that will require further development.

The UIS as a lead agency in indicators’ development and implementation has developed a report on

Metadata, as well as other methodological documents, on how to collect and calculate indicators in the

framework of monitoring SDG4.

The TCG is also working on the development of national capacities to support countries to adapt and

streamline the global and thematic indicators into their national monitoring framework based on

country education priorities through developing and implementing National Strategies for the

Development of Education Statistics (NSDES).

Objectives of the session

This session will provide a brief account of the current situation of education in the region in terms of

SDG4, highlighting major gaps and challenges in terms of data and reporting. The session will review the

global and thematic indicators frameworks and provide the latest updates in terms of methodological


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development and data collection strategies. The session will discuss the status of the global, regional

and national preparation for monitoring SDG4.

In other words, the session will specifically try to answer the following questions:

1) What is the situation of education in the region including the data gaps and challenges in

achieving the education targets set by SDG4?

2) What are the global, regional and national initiatives to strengthen the national capacities in

monitoring SDG4 in the region?

3) Where are we, in terms of implementation of global and thematic indicators frameworks at

global, regional and at national level?

Expected Outputs

Better understanding of the education situation in the region, presenting major data gaps and

challenges which will feed into the regional SDG4 baseline report;

Clearer comprehension of the global and thematic indicators frameworks through the

presentation of the updates on the UIS and partners work, including methodological

development through Technical Cooperation Group (TCG), Global Alliance to Monitoring

Learning (GAML) and Inter-Agency and Expert Groupon SDG Indicators (IAEG-SDGs)

Updated status around the global, regional and national initiatives to strengthen national

capacities to monitor SDG4.

Session Organization

Trigger presentation on the regional education situation highlighting the data gaps and

challenges – Mr. Roshan Bajracharya, Programme Specialist, UIS-Bangkok (15 minutes)

Process of developing and implementing of global and thematic indicators frameworks of SDG4-

Updates and Next Steps (TCG, GAML, IAEG-SDGs, UN Statistical commission) including SDG4.7-

Mr. Shailendra Sigdel, Statistical Advisor for South Asia, UIS-New Delhi (35 minutes)

Aligning Household Surveys with SDG4 data requirements – Dr. Hiroyuki Hattori, Chief of

Education, UNICEF, Indonesia (20 minutes)

National preparation for monitoring SDG4- progress, issues and challenges- A case of Thailand

Mrs. Kanittha Hanirattisai, Assistant Secretary-General of the Thai National Commission for

UNESCO, Ministry of Education (10 minutes)

Q&A (10 minutes)

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