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Coordination and Partnerships of SDG4-Education 2030 Le Thu Huong Section of Partnerships, Cooperation and Research, UNESCO Paris
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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)
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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)
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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
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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
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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
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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
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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
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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)
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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
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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 2015-2030 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)
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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?
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