Education For All by 2015: Reposition of UNESCO Education Sector IWGW Meeting, Stockholm, 6. – 7. June 2010 Olav Seim, UNESCO

Why reposition the Sector? Recognize the need to revitalize UNESCO’s role as global leader in Education Multiply EFA efforts over the next 5 years Start preparing for 2015 and thinking beyond Not move away from 35 C/5, but strengthen a common vision in the Sector

Returning to a broader interpretation for EFA  The 6 Dakar goals are broad > but interpretation has often been more limited (eg. access to primary education, gender)  Can not achieve EFA unless we take an holistic approach to education (all levels, all forms of delivery as part of one education system) and invest more in improving the quality of education, which will also guide action post 2015  EFA is thus relevant to all countries. UNESCO needs to be relevant to all countries  Education is not an end in itself, it serves broader development objectives

Redefining UNESCO’s global EFA coordination role  Enhance consultation with EFA convening agencies (particularly WB & UNICEF)  Improve global coordination mechanisms (HLG, WG, IAP)  Play a more active role in September MDG summit  Enhance the qualitative dimensions of the EFA monitoring process ( eg. bringing experiences gained in the 20 target countries to the attention of the HLG ).  Attract higher level representation in the HLG Positioning UNESCO as a global leader in education (1/3)

Reinforcing quality as an overarching issue of the EFA agenda  Successes in increasing access to education, have not been matched by increase in quality  Debated in all countries: “what kind of education do we want?” & “how can we improve learning outcomes in our schools?”  Quality education goes beyond individual learning achievements and can lay the foundations for more equitable, just and tolerant societies  BAS is working on a quality assurance framework, as an assessment tool to provide more guidance to Member States Positioning UNESCO as a global leader in education (2/3)

Looking to the future & responding to emerging issues The Sector should  respond more swiftly to new emerging issues critical for education. (Eg. Climate change education)  play a key role in anticipating the opportunities and challenges of the future  take the lead in instigating the debate and become a true platform for discussion on what education for tomorrow/post 2015 Positioning UNESCO as a global leader in education (3/3)

Policy & Planning: streamlining our support to countries Revitalizing country-level support to the achievement of EFA (1/3)  Consolidating actions initiated (eg. decentralization, increased programmatic focus, moving operations upstream, shaping common capacity development approaches, reinforcing support to priority countries…)  Provide improved backstopping to cluster & field offices (eg. DRC mission)  Provide more and better policy advice and support countries to prepare and implement sector programs  Create stronger partnerships at country level (eg. Seize review of FTI to better articulate UNESCO’ role with that of other partners)  Continue clarification of roles between different UNESCO entities

Expanding our support to Priority Africa Revitalizing country-level support to the achievement of EFA (2/3)  Need to find new ways of scaling up impact for Africa:  Potential extrabudgetarty funding for Africa from emrging donors  Ensure that Africa is given priority status in global activities  Strengthen implementation of TTISSA  Through holistic approach – ensure that Africa receives increased support in the field of Higher Education (requested at WCHE)

Enhancing our contribution to Priority Gender Revitalizing country-level support to the achievement of EFA (3/3)  launch an extrabudgetary funded programme on literacy for development focusing on women & girls  Support countries in integrating gender analyses into national right-to-education legislation and policies  Improve internal network of ED’s focal points for gender and mainstream gender in review of workplans (September)