Coordination and Partnerships of SDG4-Education 2030 Le Thu Huong Section of Partnerships, Cooperation and Research, UNESCO Paris

 Coordination mechanism for Education 2030 = totality of relevant structures, processes and systems for ensuring coordinated efforts to support the achievement of the education agenda in the 2030 Agenda for Sustainable Development -> Complexity -> Multi actors/partners -> SDG4 + other SDGs’ education related targets -> Universality (developing and developed countries)

Important to identify and agree on:  appropriate functions of the coordination mechanisms at different levels (global, regional/sub-regional, national)  actors and their respective roles and responsibilities  working arrangements that would best support these functions and actors  linking to the overall SDG coordination mechanism  using existing institutions and governance structures for integrated planning and implementation of SDGs within and across sectors and levels of government. -> Terms of Reference (TOR)

 Coherence and synergy of actions taken and support provided to countries  Collaboration and cooperation rather than competition among actors/partners  Shared responsibility and mutual accountability -> joint workplan with clearly defined results framework

 Shared goal but differential capacities and commitments of partners  Priority should be on strengthened accountability  Given that these efforts can be diverse and continue to evolve, UNESCO will ◦ facilitate inclusive policy dialogue/consultations that build on knowledge sharing among partners ◦ engage with a wide range of actors and stakeholders at all levels ◦ provide support to countries where it has the comparative advantages e.g. sector policy and planning, TVET, literacy

 Enhanced collaboration between regional and global EFA coordination mechanisms  Introduction of annual regional reports by UNESCO regional Bureaux  Reformatted global EFA meetings into one annual Global EFA Meeting (GEM)  Strategic guidance for EFA through the newly established EFA Steering Committee represented by all EFA stakeholders  Strengthened the knowledge base, with the GMR remaining the key monitoring tool

 Education 2030 Steering Committee  Global Education Meetings (GEMs)  Collective Consultation of NGOs on EFA (CCNGO)  [E-9 Ministerial Review Meetings]  [Regional Meetings] The coordination mechanism will be reviewed through the GEMs and adapted as necessary

 Main objective is to support Member States and partners: ◦ Strategic guidance ◦ Review of progress ◦ Recommendations on priority and catalytic actions ◦ Monitoring, advocating for and mobilizing resources  34 members representing multi-stakeholders  Members represent and are accountable to their respective constituencies  Co-chairing by MS and UNESCO  A bureau composed of 2 co-chairs and 3 Vice Chairs will act as liaison between SDG-Education 2030 SC and Secretariat and may represent the SC in high level political events  Close collaboration and dialogue with TCG on Indicators  Engagement with UN wide processes and structures for SDG coordination  Intermediary role of regional level to link between global and national level

Member States  18 member states representing 6 regions  1 E-9 country representing E-9 countries  6 regional organizations Co-convening agencies  UNESCO, UNICEF, World Bank  UNDP, UNHCR, UNFPA, UN Women, ILO GPE OECD Civil society  Global Campaign for Education (GCE)  Asia South Pacific Association for Basic and Adult Education (ASPBAE) Teacher organization  Education International (EI)

 UN SDG structures and processes: both vertically and horizontally to respond to requests for inputs into UN processes including for the HLPF  Education 2030 structures and processes: mainly vertically with regional and national levels through representatives of Member States and regional organizations ◦ Importance of regional level playing the intermediary role in ensuring 2 way communication between global and national levels  Across the board: Through information and knowledge sharing supported by UNESCO, co-conveners and other partners to MS representatives for regional and national consultation and SDG-related activities -> importance to have SDG-Education 2030 SC members participating in the coordination mechanisms/activities at national, regional, global levels

 Regional ◦ Asia and Pacific: Reforming EFA Thematic Working Group (TWG) to respond to SDG4-Education 2030 ◦ Arab States: Establishing the partners group working on SDG 4-Education 2030 (Partners meetings in process) ◦ LAC: Establishing broad alliance for education development based on the regional strategy “Working together on ED 2030 in LAC”  Sub-regional ◦ West and Central Africa: Launched Regional Coordination Group on SDG4- Education 2030 ◦ South Asia: Developed South Asian Association for Regional Cooperation (SAARC) sub-regional strategic plan ◦ Gulf States: Consultation with partners on Gulf Cooperation Council Countries (GCC) and Yemen (Sub-regional partners meeting)

 How to leverage country support work for SDG4-Education 2030?  How to use LEG as a coordination mechanism for SDG4-Education 2030 at country level?  Possibility to leverage other funding windows, e.g. options for additional funding for Education in Emergencies and Protracted Crisis (EiEPC) for SDG4-Education 2030?