Mesa redonda 1

Un enfoque renovado sobre la calidad de

educación para el desarrollo sostenible

En esta mesa se debatirán enfoques innovadores sobre la calidad de la educación, atendiendo a la

realidad de América Latina y el Caribe y considerando el rol clave de la educación en la Agenda de

Desarrollo Sostenible, con miras a construir un enfoque común sobre los pasos a seguir y el rol de

la educación como principal facilitador para un desarrollo sostenible.

Round table 1:

A renewed focus on the quality of education for sustainable

development

This session will debate innovative approaches to education quality, in view of the region’s situation

while considering the key role of education in the Sustainable Development Agenda, with a view to

building a common understanding of the ways forward and the role of education as key enabler for a

sustainable development.

UNESCO EDUCATION SECTOR 3

Regional Meeting of Ministers of Education of Latin America and the Caribbean Buenos Aires – 24-25 Jan 2017

Jordan Naidoo, Director Division of Education 2030

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Education in the 2030 Agenda for Sustainable Development

Plan of Action

17 goals and 169 targets

SDGs and Education

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• All SDGs interdependent

• SDG 4 - integral part of the 2030 Agenda for Sustainable Development

• Education: one stand-alone goal (SDG 4) and within targets and indicators of other SDGs

Sustainable Development starts with Education

Muscat Agreement

May 2014

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OWG proposal on SDGs

July 2014

Incheon Declaration

Transforming our World: The 2030 Agenda for Sustainable Development

Sep 2015

Shaping the new global education Agenda

SDG4-Education 2030 Framework for Action

May 2015 Nov 2015

SDG 4-Education 2030 Framework for Action

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Provides guidance for implementing SDG 4: 1. Vision and principles

2. Targets, definition of concepts and indicative strategies

3. Implementation modalities

- Governance, accountability and partnerships

- Effective coordination

- Monitoring, follow-up and review

- Financing

Sustainable Development Goal (SDG) 4

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‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’

SDG 4-Education 2030: One education

agenda

Goal 4Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

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Targets4.1 Quality primary & secondary education

4.2 Early childhood & pre-primary education

4.3 Equal access to TVET & higher education

4.4 Relevant skills for work

4.5 Gender equality & equal access for all

4.6 Youth and adult literacy

4.7 Global Citizenship Education

4.a Learning environments

4.b Scholarships for higher education

4.c Teachers

Vision and Principles

A single universal agenda: Education

2030 = SDG 4

Human right and public good

Comprehensive, holistic, ambitious,

aspirational and universal

Transformative, leaving no one behind

Lifelong learning approach focusing on

skills for work and life

Focus on quality and learning outcomes

Addressing unfinished EFA/MDG

business and current and future

challenges

Health and well-beingTarget 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes

Gender equalityGlobal Indicator: Number of countries with laws and regulations that guarantee women aged 15-49 years access to sexual and reproductive health care, information and education

Decent work and economic growthTarget 8.6: By 2020 substantially reduce the proportion of youth not in employment, education or training

Responsible consumption & productionTarget 12.8: By 2030 ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature

Climate actionTarget 13.3: Improve education, awareness raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning

Integrated SDG Agenda

Education in Other Targets

Concept Indicator Connections

Target 4.2

Early

Childhood

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 2,3

4.2.3 - 9. Percentage of children under 5 years experiencing positive and stimulating home learning environments 1,2,6,10,12

Target 4.3

TVET and

Higher Ed

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 8,9,10,17

4.3.3 - 14. Participation rate in technical-vocational programmes (15- to 24-year-olds) 8,9

Target 4.4

Skills for work

4.4.1 - 16.2 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill 8,9,10,11,17

4.4.2 - 16.1 Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills 8,9,10,11,17

Target 4.5

Equity

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

1, 5, 10, 17

4.5.3 - 19 Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations 1, 5,10, 17

Target 4.6

Literacy and

Numeracy

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 1, 10, 8, 9

4.6.2 - 23. Youth/adult literacy rate 1, 10, 8, 9

4.6.3 - 24. Participation rate of youth/adults in literacy programmes 1, 10, 8, 9

Target 4.7

Global

Citizenship

4.7.2 - 28 Percentage of schools that provide life skills-based HIV and sexuality education 3

4.7.3 - 29 Extent to which the framework on the World Programme on Human Rights Education is implemented nationally (UNGA Resolution 59/113) 5,10

Target 4.a

School

Environment

4.a.1 – 30,

31, 32.

.

Proportion of schools with access to: (a) electricity; (b) Internet for pedagogical purposes; and (c) computers for pedagogical purposes 5, 7,9,10, 17

Proportion of schools with access to: (d) adapted infrastructure and materials for students with disabilities 5,10,17

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)

5,6,10,17

4.a.3 - 34. Number of attacks on students, personnel and institutions 16

SDG 4 Economic Growth and Means of Implementation

Strengthen the means of implementation and revitalize partnership for sustainable development• Education fundamental to building inclusive partnerships based

on shared vision, values and goals

• Need for Integrated investment and action

Promote sustained inclusive and sustainable economic growth, full and productive employment and decent work for all

• Education is one of the strongest drivers of economic progress -additional year of schooling raises average annual GDP by 0.37%

• Direct link among economic vitality, entrepreneurship, job market skills and levels of education

SDG 4 and TVET

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

Imperative to reduce barriers to skills development and technical and

vocational education and training (TVET)

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

Access: Equitable access to TVET needs to be expanded while quality is

ensured

Skills acquisition: Beyond work-specific skills need for developing high-level

cognitive and non-cognitive/transferable skills - problem solving, critical

thinking, creativity, teamwork, communication skills and conflict resolution used

across occupational fields

Ensuring articulation between global, regional and national coordination

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UNESCO leads and coordinates SDG 4-Education 2030

Global coordination mechanisms: SDG-Education 2030 Steering Committee; Global Education Meetings; regional meetings; CCNGO

Build on existing partnerships, frameworks and mechanisms; links to UN regional commissions; regional organizations/institutions support; technical cooperation; capacity development; knowledge management; review regional progress

Government-led; building on existing structures; system-wide approach; integration in national plans; linkage with broader SDG coordination; ensure inclusive processes

SDG-Education 2030 Steering Committee

Composition: Mandate:

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3 Member State representatives for each of the six regional groups

1 representative of the E-9 countries

UNESCO, UNICEF and the World Bank and one representative of theother convening agencies (ILO, UNDP, UNHCR, UNFPA, UN Women)

1 representative of the GPE

1 representative of the OECD

1 representative of teachers organization

2 representatives of NGOs

1 representative from regional organizations for each of the sixregions

Strategic guidanceReview progress Recommend key priorities and catalytic actions Monitor and advocate for adequate financingEncourage harmonization and coordination

Review Process

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• Review and follow-up based on regular, voluntary and inclusive country-led reviews of progress

• Regional reviews to provide regional overview of progress

• Regional review outcomes discussed in High-Level Political Forum (HLPF)

Themes and Goals by Year• 2017: Eradicating poverty and

promoting prosperity in a changing world - Goals 1, 2, 3, 5, 9 and 14

• 2018: Transformation towards sustainable and resilient societies Goals 6, 7, 11, 12 and 15

• 2019: Empowering people and ensuring inclusiveness and equalityGoals 4, 8, 10, 13 and

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Importance of developing national, regional and global M&E systems

UNESCO Institute for Statistics: Official source of cross-nationally comparable data on education Build national capacities to strengthen country data systems

Global Education Monitoring Report: Mechanism for monitoring and reporting on SDG 4 and on

education in the other SDGs Reports on the implementation of national, regional and

international strategies

Monitoring, follow-up and review

Indicators for SDG 4 / Education 2030

GLOBALINDICATORS

forallSDGs

THEMATICINDICATORS

forSDG4

11indicatorsforSDG4 43indicatorsforSDG4 =11global+32more

Statusofreportingu Obligatory Optional

(=guidingframework)

Politicaloversightu UnitedNationsGeneral

Assembly(UNGA)

SDG4/E2030

SteeringCommittee(SC)

Technicaloversightu UnitedNationsStatistical

Commission(UNSC/ECOSOC) UNESCO

Proposesindicatorsu Inter-AgencyandExpert

Group(IAEG-SDGs)

TechnicalCooperationGroup(TCG)

=28memberstates(UNagenciesasobservers)

=28memberstatesofIAEG-SDGs(agencies,CSOsandSC

memberstatesasobservers)

Secretariatu UnitedNations

StatisticalDivision(UNSD)

UNESCOInstituteforStatistics(UIS)

SDG4-Education 2030 Regional & Subregional Events (2015 – 2017)

1

10

8 9

8

SDG4-Education 2030 National Events (2016 – 2017)

UNESCO EDUCATION SECTOR 21

Some Examples from LAC

Argentina: Consolidation and strengthening of cooperation between public sector bodies for integration and

generation of policies

Brazil: Engaging multiple stakeholders to implement and track the progress of the 2030 Agenda

Colombia: Creation of Inter-Agency Commission for Effective Implementation of the SDGs - Aligned national

development objectives with the SDGs

Dominican Republic: Established a multi-stakeholder coordination mechanism and assessing data capacity

El Salvador: Demonstrating ownership to implement the SDGs while raising awareness among development stakeholders

Conclusion: Some takeaways

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• Discounting 2 myths:(1) Money does not matter(2) Increased finances = Successful outcomes

• SDG 4 - ambitious but achievable

• Business-as-usual approach not an option

• Collective responsibility and accountability