Civil Society Position of Education after 2015

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CSO/NGO VIEW POINT ON EDUCATION AFTER 2015

By Limbani Nsapato, ANCEFA Regional Coordinator, &Member of the CCNGO/EFA Coordination Group,

& HEEFA Reference Group Email: [email protected]; [email protected] ;

Mobile: +260 9775 11250 IAU HEEFA & ICT SEMINAR,

ANKARA, TURKEY, 18 NOVEMBER, 2014

Africa Network Campaign on Education For All

1.INTRODUCTION As the eight Millennium Development Goals(MDGs) and

the six Education for All (EFA) adopted in 2000 expire in 2015, attention has turned to post 2015 global development and education architecture.

Non Governmental Organisations (NGOs) and the broader Civil Society form an integral part of the global consultations on shaping the goals, targets, indicators, framework of action and means of implementation for the post 2015 agenda.

The post 2015 agenda will be adopted at the UN General Assembly in September 2015. In May 2015 the world education Forum in Korea will adopt the new Education framework to replace EFA goals.

This presentation focuses on the NGO/CSO perspectives on the post 2015 agenda including the context, principles and appraisal of the latest proposals on the framework.

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2. CONTEXT: Global Crisis As education is vital for sustainable development, in

2000 the world promised education for all (EFA) by 2015. Then, some 99.8 million children (including 41 million in Sub Saharan Africa) were out of school.

As stakeholders are making consultations on the post 2015 education framework to be adopted next year, it is estimated that 57.8 million children of primary school are out of school, a total of 774 million adults are illiterate as over 60% of young people do not have the basic literacy skills.

There is a global learning crisis with 250 million unable to read, write or do basic mathematics, 130 million of whom still in school.

The global post 2015 challenge is therefore to turn this crisis into hope .

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POST 2015-HOPE TO SCHOOL DROPOUTS

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Post 2015: HOPE TO CHILDREN IN SCHOOL BUT NOT LEARNING

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3. KEY PRINCIPLES FROM NGO/CSO PERSPECTIVES

Based on position papers by CSOs during the 2012 and 2014 CCNGO/EFA Consultations, the following principles should be closely monitored:

� (i) Rights-based orientation; holistic, life-learning approach;

� (ii) Continuity of the EFA agenda, focus on neglected goals;

� (iii) Alignment between Education and MDG agenda & Universally relevant;

� (iv) Strong financing architecture (domestic and global);

� (v) Stronger civil society participation

� (vi) Political will, governance, accountability.

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4. VISION FOR POST-2015 PRIORITIES Based on review of various positions by NGOs (ANCEFA, GCE,

CCNGO), NGOs would like a vision that responds to:

� Inclusive expanded basic education;

� Expanded Early Childhood Care and Education;

� Expanded equitable access for secondary education, Technical Vocational Education and Training (TVET) and Higher education;

� Quality education for all (achieve both access and success);

� Strengthened youth and adult education and learning;

� Investment in Information, Communication Technologies (ICTs) and skills development for employability;

� Tacking conflict, and responding to fragile situations.

� Addressing needs of girls, orphans, people with special education needs, language/ethnic minorities, and other vulnerable groups.

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5. CRITIQUE OF PROCESSES SO FAR

Many countries (particularly in Africa) and intergovernmental bodies such as the African Union have not been fully involved in the consultation processes.

There has been too much influence by international organizations, leaders of UN agencies and World Bank rather than Member states.

Input of grassroots such as civil society organizations including the youth has not been much.

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6. CURRENT POST 2015 PROPOSALSITEM OWG-SDGs (July 2014) MUSCAT/EFA SC (May 2014)

GOAL Provide quality education and life-long learning opportunities for all

Ensure equitable and inclusive quality education and lifelong learning for all by 2030

Target 1 By 2030 provide all children access to quality early childhood care and pre-primary education

By 2030, at least x% of girls and boys are ready for primary school through participation in quality early childhood care and education, including at least one year of free and compulsory pre-primary education, with particular attention to gender equality and the most marginalized

Target 2 By 2030, ensure all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

By 2030, all girls and boys complete free and compulsory quality basic education of at least 9 years and achieve relevant learning outcomes, with particular attention to gender equality and the most marginalized.

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6. POST 2015 PROPOSALS (2)

CONTENT OWG MUSCAT/EFA SC

Target 3 By 2030 ensure equal access for all to affordable quality tertiary education, including university

By 2030, all youth and at least x% of adults reach a proficiency level in literacy and numeracy sufficient to fully participate in society, with particular attention to girls and women and the most marginalized.

Target 4 By 2030 promote life-long learning, provide employable skills especially to young women and men, and increase by at least x% adult literacy and basic numeracy

By 2030, at least x% of youth and y% of adults have the knowledge and skills for decent work and life through technical and vocational, upper secondary and tertiary education and training, with particular attention to gender equality and the most marginalized.

Target 5 By 2030, eliminate gender disparities and ensure equal access to all levels of education and vocational training for people in vulnerable situations, including persons with disabilities

By 2030, all learners acquire knowledge, skills, values and attitudes to establish sustainable and peaceful societies, including through global citizenship education and education for sustainable development.

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6. POST 2015 PROPOSALS (3)CONTENT OWG MUSCAT/EFA SC

Target 6 By 2030 integrate into education programs knowledge and skills necessary for sustainable development, human rights, gender equality, promoting a culture of peace and non-violence and culture’s contribution to sustainable development

By 2030, all governments ensure that all learners are taught by qualified, professionally-trained, motivated and well-supported teachers

Target 7 By 2030, all countries allocate at least 4-6% of their Gross Domestic Product (GDP) or at least 15-20% of their public expenditure to education, prioritizing groups most in need; and strengthen financial cooperation for education, prioritizing countries most in need.

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6. POST 2015 PROPOSALS (4)CONTENT OWG MUSCAT/EFA SC

Target 4a By 2030 increase by x% the supply of qualified teachers, including through international cooperation for teacher training in developing countries, and ensure safe, inclusive and effective learning environments for all

By 2030, all governments ensure that all learners are taught by qualified, professionally-trained, motivated and well-supported teachers.

Target 4b By 2020 expand by x% globally the number of scholarships for students and government officials from developing countries in particular LDCs to enrol in higher education, including vocational training, programmes in developed countries and other developing countries

Target 4c Build and upgrade education facilities that are child and gender sensitive and provide safe and inclusive learning environments

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7. APPRAISAL OF CURRENT PROPOSALS There is agreement on the goal and most of the targets NGOs fully

adopt the Muscat Agreement but concerns on OWG proposals.

Some positives for the OWG, particularly: longer range of universal, free quality education which includes upper secondary, as well as universal access to ECCD and tertiary education

Concerns on OWG, especially on Targets on education (areas that require advocacy:

� The Sustainable Development Goals (SGD) goals and targets being too many rather than being limited in number as agreed in Rio + 20 Summit

� The need to be specific in terms of financing targets for governments and donors

� Both goals and targets need to strengthen the language of equity and inclusivity especially targeting the marginalized and vulnerable groups.

� OWG misses language of compulsory access in targets 1 and 2.

� While quality is mentioned, the teacher target in SDGs should be broader and

aligned with the Muscat aspiration: Teachers not just inputs.

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8.OPPORTUNITIES FOR ADVOCACY

No major changes expected on goals and targets, but a lot of influence can be done on development of indicators, and framework of action/means of implementation. Opportunities for influencing include the following: Online consultations on indicators by UNESCO (TG)UN Intergovernmental Consultations on Post 2015 to start end 2014/beginning 2015Regional Forums and Conferences by UNESCO on EFA Reviews and Post 2015-2014/2015EFA Steering Committee Meetings (2014/2015) on Indicators and Framework of Action World Education Forum (Incheon, Korea, May 2015)

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9. RECOMMENDATIONS FOR NGOs Wait for the UN SG Synthesis report (excepted

end November 2014) and conduct analysis of gains and losses once report is out.

Active participation in all major processes especially on indicators, framework of action/ means of implementation.

Networking and collaboration with other interested groups like women groups, child rights campaigners, higher education and research institutions etc.

Mobilise for active participation of government representatives in online, global and inter-governmental consultations and forums.

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THINK ABOUT THE FUTURE! THINK POST 2015