1 Anne Sørensen, IBIS in collaboration with Anjela Taneja,GCE Education in the Post-2015 Agenda Reviewing the synthesis report with an education lens Africa.

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Anne Sørensen, IBIS in collaboration with

Anjela Taneja,GCE

Education in the Post-2015 Agenda

Reviewing the synthesis report with an education lensAfrica Regional Policy Forum on education

Addis Ababa, Ethiopia 9-11 December, 2014

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1. Overview of the report

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Brief overview of the report:

• Highlights Rio+20 Conference outcomes as cornerstone for the post-2015 process

• Brings together inputs from Member States, the UN system, experts, civil society, business and people from around the world.

• Commits to a universal approach, and with solutions that address all countries and all groups;

• Seeks a future free from poverty, built on human rights, equality and sustainability [para 18].

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Brief overview of report:

• Commitment to Human Rights, reinforcing principle of non-regression of agreed standards & objectives in other forums, & human rights as universal principles

• Urges to political expediency

• Demands a high level of ambition and a truly participatory, responsive and transformational course of action [para 20].

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Four components

• Spells out the necessary four components for a realistic yet ambitious outcome from the UN Summit on Sustainable Development

1. An inspirational vision made plain in a declaration;

2. A practical plan for that declaration, laid out in an integrated set of goals, targets and indicators;

3. Adequate means to implement the plan and a renewed global partnership for development;

4. A framework to monitor & review implementation to ensure promises made become promises delivered.

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Six essential elements

• The report identifies the following core elements for framing and reinforcing sustainable development: 1. Dignity - to end poverty and fight inequalities; [para 67]

2. People - to ensure healthy lives, knowledge, and the inclusion of women and children; [para 69]

3. Prosperity - to grow a strong, inclusive, and transformative economy; [para 72]

4. Planet - to protect our ecosystems for all societies and our children; [para 75]

5. Justice - to promote safe and peaceful societies, and strong institutions; [para 77]

6. Partnership - to catalyze global solidarity for sustainable development. [para 80]

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Hearing process

Good overview by UN Non-Gov Liaison Service at UN-NGLS and CS invited to submit their responses to the report on:

http://bit.ly/Submit-CSO-Response-SG-SynthesisLinks to all submissions will be published live as they are received here:http://bit.ly/CSO-Responses-Received-SG-Synthesis Prep. forum for stakeholders on 16 Jan at UN Headquarters. More info about this forum will be provided soon.

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2. Report from Education Lens

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Reviewed through an education lens

General comments:

•Education is given little attention in the report. Quick search on ‘education’ gives 5 hits •When ‘education’ appears it refers to specific target groups (children women and youth) and/or specific aspects of education. •The report leaves the impression of education as being a service among others •Repeats the importance of youth in new framework

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17 goals within a framework of 6 elements - or?

• The report for the time being repeats the OWG goals, including that of education, but may imply ‘clustering’ or rearranging them into elements

• Unclear at this time whether the six elements are applied to improve communication, or to indicate simplifying of the goal framework in terms of reducing their number?

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Education as an enabler for other goals?

• The report loses out on the transformative potential of education and education as an enabler of other goals.

• For example, para 10 is stating that we have never had so many displacements due to crises, conflicts since 2nd World War as we have today.

• But, the report makes no reference to the role and importance of education in peace-building, to achieving sustainability and democracy

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Critical Concern: Targets and Indicators

• Tech. experts of UN to review targets, incl. on MOI, and compare, align level of ambition represented by each to that of existing int. targets, commitments, standards, and agreements thus strengthening the framework of the goals.

• This will contribute to discussion on financing for development.

• Member States may seek input of UN, in consultation with its partners in academia & scientific community, on evidence for attaching specific global target levels.

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Critical Concern: Targets and Indicators

• Recommends Member States task UN, in consultation with other experts & through multi-stakeholder dialogue, to develop draft set of indicators.

• Big plans for data generation, use: Global Partnership for Sustainable Development Data

Comments: • Awaiting changes in proposed targets from OWG text• With the goals receiving higher degree of sanction,

cutbacks become more likely in the number of SDG targets. Fewer targets and indicators than currently proposed likely

• Tech. Advisory Grp consultation on indicators important in determining education indicators-processes/timelines

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Means Of Implementation (MOIs) and Financing

• Restates MOIs are critical for ensuring education targets are met- appear to link this with availability of financing

• Calls for regulation of the private sector. But concerns around excessive role of the private sector especially without sectoral nuances

Comments: • MOIs are not secure in negotiations. Teacher,

learning environment targets are MOIs!• Addis- 13-16 July, 3rd Int.Conf. on Financing for

Development key for deciding scale of ambition.

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Equity

• Specific targets set for disadvantaged groups. Indicators will need to be broadly disaggregated across all goals and targets.

• Address inequalities in all areas, agreeing that no goal or target be considered met unless met for all social and economic groups

Comment: • Need to unite with Muscat’s principle of equity

as the cross-cutting concern

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71, reports key paragraph on education

“It is essential that young people receive relevant skills and high-quality education and life-long learning, from early childhood development to post-primary schooling, including life skills and vocational education and training, as well as science, sports and culture.”

Comments: •Positive highlighting of quality of education from early childhood to “post primary” education. •Vocational education and training, and life-long learning are highlighted, but only for youth. •Silent on universal adult literacy

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Paragraph 71 cont.

• Para 71 (continued)

“…teachers must be given the means to deliver learning and knowledge in response to a safe global workplace, driven by technology.”

Comments:• Positive that report highlights teachers, but means

to deliver learning and knowledge are narrowly linked to technology and employment/work

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Means to deliver learning…

• Report is silent on pedagogy as a ‘means’ that enable teachers to deliver the learning, knowledge, skills, values & attitudes required to develop sustainable and peaceful societies, including through global citizenship education and education for sustainable development.

• There is need to fight for the inclusion of a stronger teacher target (in line with the Muscat agreement, stating that “by 2030, all governments ensure that all learners are taught by qualified, professionally-trained, motivated and well-supported teachers” (target 6).  

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End of Presentation

Beginning of the political

negotiations!Thank you!