1. What Education for the Future
What Education for the Future? Introduction to education in the post-2015 development agenda in the Asia-Pacific
Margarete Sachs-Israel
Team Leader
Education Research and Foresight Programme
Education Policy and Reform Unit (EPR)
UNESCO Bangkok

2. Introduction to the Consultation
Education in the post-2015 development agenda
Aims and objectives of this consultation II
UNESCO Approach to the post-2015 discussion
III
Education in a new developmental context
Rethinking education
• The international community is approaching two important milestones in In 2015, we will be able to look back at those important goals together set nearly 15 years ago – the Education for All (EFA) goals and the Millennium Development Goals (MDGs) and determine our successes and our failures in improving the lives of so many throughout the world.
• In the lead up to these milestones, the international community has already begun reviewing progress made and in so doing, debates on what should follow and what should underpin the post-2015 education and development agendas are being held.

3. Education in the post-2015 development agenda

4. Introduction
While much remains to be done to achieve the EFA Goals and the MDGs by 2015, and major efforts should be undertaken to accelerate action, discussions are well underway on a post-2015 development agenda. The PROCESS of the development of the post-2015 development agenda will be bottom-up and inclusive, defined by national and local priorities, as announced by the Secretary General of the UN. The PURPOSE of regional consultation is to provide a platform for discussion on how education should be reflected in a future development agenda and to come up with a collective voice from this region.

5. The Post-2015 Agenda Two important milestones in 2015: EFA and MDGs
What has worked, what has not worked? What lessons can be drawn from EFA Goals and the MDGs?
Post-2015 and the changed development context
Rethinking education beyond EFA Goals and the MDGs
Discussions on any post-2015 education and development frameworks should start with an analysis of the present EFA and MDG agendas and their underlying approaches while taking into consideration and other development agendas such as the SDGs.
We are called to question: what has worked, what has not worked and what has been missed by the EFA and MDG agendas? What lessons can be drawn from the implementation of EFA and the MDGs?
Any development framework for post-2015 must also take into account how the context for development has changed since EFA and the MDGs were agreed.
Furthermore, beyond concerns directly related to the international development and education agendas, there is a move towards rethinking the role and contribution of education and training in the context of emerging development trends.
Where do we stand now? At this stage, it is unclear whether or not the international community shall be defining a new set of education and development goals or pursuing some of the goals for which targets have not been achieved.

6. Regional Consultation on Education
This consultation is one of 11 thematic consultations which are held in the framework of the ‘global conversation’ which is led by the UNDG on the post-2015 development agenda.
UNESCO and UNICEF are co-leading the thematic consultation on education in the post-2015 development agenda.
In the Asia and Pacific Region, two consecutive activities are undertaken:
The Panel today on education in the post-2015 development agenda as part of the EFA Coordinators’ meeting; and
The back-to back regional thematic consultation on education, which was preceded by many preparatory mini-consultations.
The consultation will also build on two high-level expert meetings which were organized by UNESCO Bangkok in May and November 2012 with support from RoK and Japan respectively. .

7. What is happening at global level?
UN Task Team set up in 2011 by the UN Secretary General
Produced a report for a development agenda beyond 2015: ‘Realizing the future we want for All’ (June 2012). Basic education is seen both as a right and as a condition, enabling factor and foundation for inclusive economic development and transformative growth.
UN Development Group (UNDG) is leading a “global conversation”:
Up to 100 national consultations at global level;
11 thematic consultations out of which one is on education, co-led by UNESCO and UNICEF; and
Online consultations at WorldWeWant2015.org.
Reflections have been undertaken by civil society organizations and think tanks on the post-2015 content and format.

8. UNESCO approach to the post-2015 discussion

9. UNESCO’s approach to the post-2015 discussion
First strand Focus: International development agenda (MDGs and EFA Goals) Aim: Assess progress achieved since 2000 and explore the shape and content of any agenda beyond Will propose new goals, targets and a timeline. Second strand Focus: Examination of current economic and societal developmental trends and challenges and their implications for education. Harnessing new insights from research and taking into account education paradigm shifts. Aim: Rethink the role and contribution of education to emerging development challenges and develop possible future orientations for education.
UNESCO’s approach is that any agenda setting should be defined by the future of education. The rethinking of education is based on broader development trends, consequent implications for education and education paradigm shifts.

10. Rethinking education in the current development context

11. Current development context
Emerging trends
Rapid economic growth
Globalization
Technological development
Rapidly changing labour markets
Shifting geo-politics
Growing populations and youth bulges
Older and more urbanized populations
Growing unemployment
Increased migration
Growing pressure on natural resources
Environmental degradation and disasters
• At the same time, much change has occurred since the establishment of both the EFA goals and the MDGs with serious ramifications for education. It is important that any discussion about the future of education beyond 2015 pays close attention to emergent patterns of change are shown here.

12. Selected Implications for education
Young people must be equipped with the skills and competencies required to function in rapidly changing societies and labour markets.
Learners need to learn to continue learning and acquire transversal competencies and appropriate specialized skills through formal, non-formal and informal channels and at all levels.
Education needs to prepare students for increased migration – both sending and receiving countries.
Preservation of cultural identities, value systems, minority languages, and traditions of indigenous populations to be integrated into education.
• Simply put, our world has changed since the establishment of the EFA goals. There are new challenges and subsequently, new skills needed. Education systems must be educating their students to successfully confront contemporary challenges and develop the requisite skills for an ever-changing world.

13. Key considerations for education beyond 2015
Equity
Sharper focus on equity is required to address persisting disparities in access and participation and learning.
Quality and Learning
Relevant and quality learning should be one of the core constructs for future education policy priorities and development agenda.
Increased recognition of the importance of learning outcomes, including ‘non-cognitive’ skills and competencies.
Quality teachers are key to quality learning.
Lifelong learning
Lifelong learning should be a key approach to education.

14. The Post-2015 Agenda Some key questions to be asked:
What are the implications of key emerging development trends for education ?
What are education paradigm shifts that should inform a new agenda?
What should be the vision for education beyond 2015?
What should be the main priorities of education beyond 2015?
Should there be another education-specific agenda or should education become a key part of broader development agenda? Or both? If yes, how can they be articulated?
Should an education agenda be global? Context-specific? Or both?
How do we ensure that a new agenda reflects the diverse education requirements of countries?
In the lead up to 2015, it is now the time to reflect carefully on these potential approaches so as to help determine the most appropriate way forward and what might best support our ongoing ambition to improve the lives of so many throughout the world through education.

15. Thank you!