Embed Size (px)
Citation preview
REPORT OF THE MINISTERIAL SDG4 REGIONAL FORUM FOR EASTERN AFRICA 15-16 FEBRUARY 2017, DAR ES SALAAM, TANZANIA
1
Contents EXECUTIVE SUMMARY ............................................................................................................................... 3
OPENING ...................................................................................................................................................... 7
Presentation of objectives and expected outputs/outcomes of the forum .................................... 8
INTERPRETING THE 2030 EDUCATION AGENDA-SDG 4 AT COUNTRY LEVEL .............................. 10
Tanzania ................................................................................................................................................. 10
Uganda ................................................................................................................................................... 11
Comoros ................................................................................................................................................. 12
Djibouti ................................................................................................................................................... 13
Eritrea ..................................................................................................................................................... 14
Ethiopia .................................................................................................................................................. 15
Kenya ...................................................................................................................................................... 16
Madagascar............................................................................................................................................ 18
Mauritius ................................................................................................................................................ 19
Seychelles .............................................................................................................................................. 20
Somalia ................................................................................................................................................... 21
South Sudan .......................................................................................................................................... 22
THEMATIC PANELS: DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL
RECOMMENDATIONS ........................................................................................................................... 23
Skills for work/literacy/lifelong learning ............................................................................................ 24
Education in Emergencies (EiE) .......................................................................................................... 25
Partnerships/financing of education .................................................................................................. 26
Global Citizenship Education (GCED)/Target 4.7 ............................................................................. 29
ICT and Innovation in Education ........................................................................................................ 30
Teaching and learning ......................................................................................................................... 33
Early learning/ECD/quality learning outcomes ................................................................................. 35
Inclusion/gender equity ....................................................................................................................... 37
GLOBAL AND REGIONAL COORDINATION AND MONITORING .................................................... 39
MOVING TOWARD A REGIONAL STATEMENT FOR A SDG4 REGIONAL ROADMAP: the
MINISTRIAL ROUNDTABLE ..................................................................................................................... 40
Forum Statement ...................................................................................................................................... 41
Closing of the Forum ................................................................................................................................ 41
2
APPENDICES .............................................................................................................................................. 42
Appendix 1: Agenda of the Forum ......................................................................................................... 43
Appendix 2: Final Regional Forum Statement ...................................................................................... 48
Appendix 3: List of Participants .............................................................................................................. 53
3
EXECUTIVE SUMMARY
The Ministerial SDG4 Regional Forum for Eastern Africa, held in Dar es Salaam on February 15-16, 2017,
was an important milestone in a process initiated by UNESCO and the SDG4 co-conveners (ILO, UNFPA,
UNDP, UNICEF, UN Women, UNHCR and the World Bank) to ensure that the 13 Member States covered
by the UNESCO Regional Office for Eastern Africa (Comoros, Djibouti, Eritrea, Ethiopia, Kenya,
Madagascar, Mauritius, Rwanda, Seychelles, Somalia, South Sudan, Tanzania and Uganda) are fully
engaged in the implementation and monitoring of the global priorities and targets of the 2030 Education
Agenda-SDG4. More specifically, the Forum was an opportunity to gauge how the 13 Member States
have been translating these global priorities and targets into achievable national targets derived from
their own educational priorities as well as national development strategies and plans.
The Forum also provided an additional space to continue the consultation process from the national to
the regional level. The following key objectives were set out to guide the proceedings:
OBJECTIVES
To share national education policy challenges and priorities in light of SDG4-Education 2030
(but also based on linkages with other sectors and other SDGs) as identified through national
consultations and national SDG4 roadmap matrices developed in support to National Education
Strategic Plans.
To identify common emerging areas and themes of particular relevance to the region
(including sharing of innovative practices) for further collaboration (e.g. by cluster of countries);
To agree on the development of appropriate regional coordination, partnership, monitoring
and follow-up mechanisms;
To outline regional priorities and recommendations (based on the regional analysis of the
national roadmaps and the recommendations for panel discussion) and agree on a regional
statement to move towards a regional (cooperation) roadmap for the implementation and
monitoring of SDG4 in Eastern Africa.
OUTCOMES OF THE PROCEEDINGS
The Forum opened with the review of national SDG4 roadmaps developed by Member States in order to
tease out key challenges, opportunities and issues related to the alignment of SDG4 priorities and
targets to national ESPs. The following countries presented their National SDG4 Roadmaps matrices:
Tanzania, Uganda, Comoros, Djibouti, Eritrea, Ethiopia, Kenya, Madagascar, Mauritius, Seychelles,
Somalia and South Sudan.
It turned out that, with very few exceptions, most of the countries in the region have made progress in
addressing their educational challenges and are gearing towards adjusting their education sector plans
to integrate SDG 4 principles and priorities as indicated by the roadmaps. However, there are still
4
varying degrees of national gaps in policy planning, management and Monitoring and Evaluation (M&E)
that need to be addressed.
With the support of development partners and civil society, the Forum explored key areas of the 2030
Education Agenda SGD 4 and other important issues that warrant deeper understanding of their policy
and implementation implications. Thematic panels were organized in order to bring conceptual
clarifications and good/promising practices to the discussions. Eight (8) thematic areas were identified:
(i) Skills for work/literacy/lifelong learning, (ii) Education in Emergencies, (iii) Partnerships/financing of
education, (iv) Global Citizenship Education (GCED)/Target 4.7, (v) ICT and Innovation in Education, (vi)
Teaching and learning, (vii) Early learning/ECD/quality learning outcomes; and (viii) Inclusion/gender
equity.
The 8 thematic panels reflected on the presentations made and identified common challenges,
opportunities and practices that could provide ideas for regional cooperation and creation of
communities of practice within the Eastern African Region.
The regional statement (appendix 2) that came out of the conference captures the key issues and
guidelines for the implementation of the SDG4 roadmaps both at national and regional levels.
5
BACKGROUND
The Ministerial SDG4 Regional Forum for Eastern Africa, held in Dar es Salaam on February 15-16, 2017,
was an important milestone in a process initiated by UNESCO and the SDG4 co-conveners (ILO, UNFPA,
UNDP, UNICEF, UN Women, UNHCR and the World Bank) to ensure that the 13 Member States covered
by the UNESCO Regional Office for Eastern Africa (Comoros, Djibouti, Eritrea, Ethiopia, Kenya,
Madagascar, Mauritius, Rwanda, Seychelles, Somalia, South Sudan, Tanzania and Uganda) are fully
engaged in the implementation and monitoring of the global priorities and targets of the 2030 Education
Agenda-SDG4. More specifically, the Forum was an opportunity to gauge how the 13 Member States
have been translating these global priorities and targets into achievable national targets derived from
their own educational priorities as well as national development strategies and plans. Indeed, all of the
region’s countries have now carried out national SDG4 consultations with the view to preparing national
SDG4 roadmaps to support the implementation and monitoring of their national education strategic
plans as well as outlining and agreeing on priorities at regional level.
A regional analysis carried out by UNESCO to scope the regional-level readiness was also at hand to
support the Forum deliberations. It was based on understanding how countries in the region have
adapted, integrated and managed the SDG4 agenda (AIM-SDG4) vis-à-vis their own visions and policies
as reflected in their education management structures and ongoing planning processes.
This is this context in which the Forum took place in order to continue the consultation process from the
national to the regional level. To that effect, the Forums, was assigned the following key objectives and
expected results:
OBJECTIVES
To share national education policy challenges and priorities in light of SDG4-Education 2030
(but also based on linkages with other sectors and other SDGs) as identified through national
consultations and national SDG4 roadmap matrices developed in support to National Education
Strategic Plans.
To identify common emerging areas and themes of particular relevance to the region
(including sharing of innovative practices) for further collaboration (e.g. by cluster of countries);
To agree on the development of appropriate regional coordination, partnership, monitoring
and follow-up mechanisms;
To outline regional priorities and recommendations (based on the regional analysis of the
national roadmaps and the recommendations for panel discussion) and agree on a regional
statement to move towards a regional (cooperation) roadmap for the implementation and
monitoring of SDG4 in Eastern Africa.
6
EXPECTED RESULTS
Priorities identified for a regional roadmap for the implementation of the SDG4-Education
2030 agenda taking into account the inputs from national roadmaps.
Proposals and recommendations developed for regional coordination/collaboration,
partnership, monitoring and follow-up mechanisms in view of translating the global agenda
into achievable national policies, plans and targets, building on existing mechanisms,
frameworks and strategies.
Regional Statement on the implementation of SDG4-Education 2030 Agenda adopted at the
end of the Forum in view of the development of a regional roadmap.
Agenda
To achieve and meet the above objectives and expected results, an agenda with the following organizing
principles was proposed and adopted: An opening session designed to provide the contextual backdrop
against which the Forum is organized as described and problematized by policy-makers (ministers and
representatives) and the UN co-conveners; plenary sessions during which countries articulated their
interpretation of the 2030 Education Agenda-SDG4 in relation to their national priorities and targets;
and thematic panels with countries and key partners to address key thematic areas deserving particular
attention and for which recommendations needed to be made. One of the ultimate outcomes of the
Forum was the issuance of a Regional Statement in order to frame the regional cooperation in the
implementation of the 2030 Education Agenda-SDG4. The detailed agenda is in Appendix 1 of this
report.
7
OPENING
The Opening Ceremony featured four speakers. H.E. Katarina Rangnitt, Swedish Ambassador to the
United Republic of Tanzania and leader of the Development Agencies Group, Mrs. Victoria Akyeampong,
UNHCR Head, Regional Service Center, Mrs. Ann Therese Ndong-Jatta, Director, UNESCO Regional Office
for Eastern Africa and the guest of honor, Hon. Kassim Majaliwa, Prime Minister of Tanzania
represented by Hon. Prof. Joyce Ndalichako, Minister of Education, United Republic of Tanzania.
In her remarks, Mrs. Ndong Jatta, underscored the pertinence and importance of the Sustainable
Development Goals (SDGs) for national and global development agendas. She indicated that the 17
goals represent an unprecedented agreement among the member states and are a useful tool for
pursuing focused and coherent action on sustainable development. She went on to point out the
interrelatedness of these goals and thereby the need for an integrated approach to their
implementation. Furthermore, the 17 goals reflect the moral principles that no-one and no country
should be left behind, and that everyone and every country should be regarded as having a common
responsibility for playing their part in delivering the global vision. She concluded by recognizing that in
spite of the major progress made towards increasing access to education at all levels and increasing
enrolment rates in schools particularly for women and girls, bolder efforts are needed to make even
greater strides for achieving universal education goals.
In his opening remarks read by Hon. Prof. Joyce Ndalichako, Minister of Education, Hon. Kassim
Majaliwa, started by expressing on behalf of the Government and people of Tanzania his appreciation
and honor for the choice of Tanzania to host the Ministerial SDG4 Regional Forum for Eastern Africa. He
welcomed and thanked the Ministers and high level Government Representatives from 13 countries of
the Region as well as the development partners, academia, Civil Society Organizations, Youth-led
Organization and the media. He particularly expressed his gratefulness to the co-conveners, namely
UNESCO, UNICEF, ILO, UNWOMEN, UNFPA, UNHCR, UNDP and the World Bank for the support provided
to the education entities of the region to develop an integral strategy for the advancement of quality
education and the overall development of the nations represented and the Region.
He indicated that the heart of SDG4-Education 2030 lies at the national level and called for country-led
actions supported by effective multi-stakeholder partnerships and financing. This he said would bring
forth the required change in education quality as a whole.
He invited the countries in the Eastern Africa region to achieve the ambitious targets set forth by SDG4
and recognized that progress is faster when governments, international organizations, the private
sectors, civil society and academia work together.
He concluded his remarks by reiterating his personal commitment to support the Government-led
actions towards the implementation and monitoring of the national education 2030 Agenda.
On his behalf, Hon. Prof. Joyce Ndalichako declared the meeting open.
8
Presentation of objectives and expected outputs/outcomes of the forum
The objectives and expected outcomes of the forum were presented by Ms. Zulmira Rodrigues, Head of
the UNESCO Office in Dar es Saalam. In her presentation, she first situated the Forum within the 4-step
process towards the implementation of the SDG4 process as depicted in the figure below.
She indicated that the SDG4 Roadmap developed by the countries is the first step and is meant to chart
out how each country can strengthen its education sector plan (ESP) by focusing on the systems-level
challenges and opportunities in the education sector. In other words, it is a 'readiness assessment'. The
regional analysis that was produced is the result of the “Scoping phase” and includes recommendations
for strengthening ESPs. It is worth noting that all countries have completed the Roadmap Matrix but not
all have prepared their Full Narrative Roadmap, which includes policy recommendations.
The Scoping phase should be followed by a process geared towards strengthening a country’s education
sector plan (ESP); and which consists of translating and embedding SGD4 targets and priorities into the
national ESP (enabling or alignment phase). This process can be more or less long (one or more years)
depending on the country's commitment to the process and available resources.
Once Step 2 is complete, then countries could begin institutionalizing (Step 3) the aligned ESP and this is
followed automatically by the management phase which consists of ensuring that resources, both
technical and financial, are mobilized to facilitate the successful implementation of the ESPs.
She underscored the commitment of UNESCO and the co-conveners to support countries in adapting
the SDG 4 targets, strategies and indicators, based on their national context, rather than mechanically
adopting the targets and strategies.
9
The main objective and expected result of the Regional Forum, she indicated, would be to engage
countries in a dialogue regarding the type of support they need to develop integrated SDG 4 national
ESPs or to strengthen existing ones. This would allow SDG4 co-convening agencies to better frame,
target and coordinate their support to countries.
The key expected result of the Forum was the drafting of an agreement (Regional Statement) that will
be endorsed by all the concerned ministers of the 13 Eastern African countries and which will initiate the
design and implementation of the regional coordinated support strategy (“Regional Roadmap”). This will
entail the following activities: ensuring that there is policy coherence, that sector planning is
strengthened and that there is better monitoring and evaluation (M&E) and improved education
management.
At the heart of all these processes are the partnership and coordination mechanisms that need to be in
place at both regional and national levels. Another key outcome of the Forum should be a consensus on
how to operationalize a coordinated support strategy (regional roadmap) at the regional level.
The following diagram was shared to describe how this process will unfold.
10
INTERPRETING THE 2030 EDUCATION AGENDA-SDG 4 AT COUNTRY
LEVEL This agenda item consisted of reviewing national SDG4 roadmaps developed by Member States in order
to tease out key challenges, opportunities and issues related to the alignment of SDG4 priorities and
targets to national ESPs. The following countries presented their National SDG4 Roadmaps matrices:
Tanzania, Uganda, Comoros, Djibouti, Eritrea, Ethiopia, Kenya, Madagascar, Mauritius, Seychelles,
Somalia and South Sudan.
Tanzania
With regard to the country’s readiness, Tanzania has already held a national consultative meeting on
SDG 4 (September 2016) to develop its roadmap matrix. This is a testimony to the political will and
concrete commitment to education that exist at the highest echelons of government. The national
consultation resulted into an orientation on SDG4-Education 2030 agenda given to all stakeholders at
national level that included reflections on the implications for current policies and strategic frameworks
as well as mapping of data ecosystem, capacity and budget aspects, and exploration of possible sources
of support. The adapt, integrate and manage approach to the management of the SDG4 agenda has
been followed and internalized.
The national SDG4 consultative meeting was timely as Tanzania is currently completing the development
of its 3rd Education Sector Development Plan (ESDP 2016/17 - 2020/21) following the end of the 2nd
ESDP (2008 - 2016).
The following policy challenges have been identified in line with SDG4 integration in the 3rd ESDP: early
marriage and teenage pregnancies, proper infrastructure and social facilities, teaching and learning
facilities, high dropouts and low completion rates, out of school children, provision of education to
vulnerable groups i.e. nomadic and indigenous groups, children with disabilities, smooth transition from
one system to another i.e. from basic to vocational and formalization and recognition of skills acquired
outside formal education system.
In terms of technical and financial needs, and among others, Tanzania would like to have support in: (i)
designing and implementing an inter-ministerial policy mapping exercise to harmonize all existing sector
policies and identify policy gaps that would guide the implementation; (ii) developing a national
qualifications framework to recognize skills acquired out of formal system and strengthen employment
opportunities for youth; (iii) prioritizing implementation of ESDP strategies to strengthen data
management, particularly in terms of data analysis and use, in order to harmonize national and global
sector monitoring frameworks.
The Regional Forum was also an opportunity for Tanzania, as host country, to conduct further parallel
consultations for the translation of SDG4 targets in the national education plan.
11
Uganda
The Ministry of Education and Sports has successfully organized a national consultative meeting on SDG
4 (August 2016) which brought together representatives of the Ministry of Education and Sports, Local
Governments, line ministries, affiliate organizations, Education Development Partners, members of
Parliament, Private sector/Non-Government Organizations, Religious institutions, education training
institutions and UN agencies. The main outcomes of the meeting were as follows:
a. Awareness and understanding of the SDG4 Education 2030 themes and goals raised among
stakeholders;
b. A draft national SDG4 roadmap developed in line with the national priorities for education 2030;
and
c. National coordination mechanisms identified in order to capture the ambitions of SDG 4-
Education 2030, while ensuring that duplication and fragmentation of efforts are avoided.
d. Proposed composition of a national steering committee on SDG4. This committee was to,
among others, lead the process of finalizing the draft road map.
The context under which the National SDG4 Roadmap is being finalized is favorable; it is occurring at a
time when Uganda is formulating its Education Sector Strategic Plan (ESSP) 2016-2020 which is due for
completion in 2017. Therefore, the SDG4 vision and targets will be integrated within the relevant sub-
sectors. To that effect, and since its inception, the draft National SDG4 Roadmap has been reviewed and
adjusted twice.
Furthermore, to integrate and implement SDG4, Uganda has strengthened the existing structures and
avoided creating new ones to minimize costs. SDG4 has therefore been mainstreamed in terms of
planning, budgeting, monitoring and evaluation. For instance, the national development plan NDP II
2016/17-2020/21 has been aligned to the SDG4 targets and the SDG4 steering committee works closely
with the Office of the Prime Minister which is the overall coordinator of SDGs in the country Efficiency
measures to make the best use of the resources have also been made and are being implemented.
With regard to the policy challenges facing the integration of the 2030 Education agenda SDG4 into
Uganda’s ESSP 2016-2020, the following can be listed: (i) An outdated policy framework which does not
give clear strategies to promote human rights, a culture of peace and non-violence, global citizenship
and appreciation of cultural diversity and culture’s contribution to sustainable development. Currently,
the Government White Paper is being reviewed to accommodate all the emerging challenges in the
education sector; (ii) a weak capacity to implement existing policy priorities due to inadequate funding.
For instance, key aspects of the Special Needs Education Policy are still not implemented and (iii)
reporting arrangements between the center (MoES) and the local governments that do not allow for
effective enforcement of education policies.
Concerning the capacity of the system to manage the implementation of SDG4 priorities and targets, the
main issue is the small amount of the allocation the education sector receives from the overall national
budget; it is currently estimated at 11.1%. The education sector’s share of GDP is about 1.9% which is far
12
below the recommended 4%. This level of funding poses a challenge towards aligning the sector
priorities with the national budgets allocation. To make matters worse, the Ministry of Public Service has
imposed a rigid staff ceiling. Most of the institutions are operating below 50% staffing levels due to
limited financial resources. Having a limited number of staff makes planning for projects and
programmes difficult.
Moreover, there is also the difficulty in agreeing on funding priorities with technical and funding
partners (TFPs). The investment priorities of TFPs are not always in line with government priorities.
Among the recommendations made to create a conducive environment that reflects commitment to
SDG4, the following are mentioned: promoting Early Childhood Development (ECD) by ensuring that all
primary schools should have one classroom for ECD; increasing Universal Primary education by ensuring
that all parishes have a government primary school; aiming to reach Universal Secondary Education
(USE) by building in all sub-counties a government secondary school; promoting skills development by
ensuring that all constituencies have a technical school.
For the way forward, and to support ownership of the national SDG4 roadmap, the Full Narrative Report
will be presented to all the structures in the Ministry for approval (Departmental Working Groups,
Monitoring and Evaluation Working Group, Sector Policy Management Working Group, Education Sector
Consultative Committee and Top Management). This process should end with the final endorsement by
top management by end of April 2017; and, the Submission of Full Narrative Report by end of May 2017.
Comoros
The government of Comoros will begin the integration of some of the SDG4 priorities and targets into
the system performance review and the education policy as agreed with the technical and funding
partners during the formulation of the National SDG4 Roadmap. This process will continue with the
planned review of the education sector scheduled to take place in 2018-2019. This will entail the
updating of the simulation model through 2030 using the demographic data of the new population
census which will happen in 2017.
The current educational context of Comoros is dominated by the formulation of an Education White
Paper which aims at developing the education system by 2026 by focusing on short, medium and long-
term priorities. A 2017-2020 Education Sector Transition Plan (PTSE in French) is being prepared for
validation. In terms of policy documents, national strategies for the development of literacy, technical
and vocational training (TVET) and higher education have been developed and the Education
Orientation Act of 1994 has been revised.
The following key educational priorities which tally with SDG 4 priorities and targets have been
identified:
- Out-of-school children. By September 2017, in the framework of the new 2017 General
Population and Housing Census that will be carried out by the National Institute for Economic
and Demographic Statistics (INSED), all the necessary information/data for the SDG4 will be
collected, including those related to out-of-school children. In 2018-2019, INSED will be
13
requested to submit statistical data for the writing of a short report on out-of-school children
and unemployed youth.
- Assessment of learning outcomes: In 2017, a mechanism for assessing learning outcomes will
be set up at all levels of the system. A systematic analysis of the results of national examinations
will be carried out at the end of the school year and the use of standardized tests meeting
international requirements in relation to SDG4 will be institutionalized.
- Gender equality: In 2018-2019, and as part of the planned education sector review (RESEN in
French), disaggregated data by island will be available to better target precisely the
disadvantaged areas and the reasons for the non-schooling of the children in order to eliminate
discrimination by addressing existing imbalances in the schooling of girls and boys through
appropriate actions.
- Education in Emergencies: In 2018 an analysis of conflicts and the impact of natural disasters in
the context of the preparation of the new RESEN will be conducted in order to establish,
through the next comprehensive sectoral plan by 2030, mechanisms for mitigating the risks of
conflicts and natural disasters by strengthening resilience in the education system.
With respect to management capacity, more particularly the capacity for financial planning in the
directorate of administration and financing within the Ministry of Education and the decentralized
structures in the Islands comprising Comoros (CEIA in French) will be strengthened in the area of budget
preparation process. Furthermore, it is foreseen that the management of the sector budget will be
devolved in order to bring it closer to the main beneficiaries at the Islands and local levels during the
implementation of the 2017-2020 Education Sector Transition Plan.
In 2017 the Government is also planning a Donors’ Roundtable in a friendly country for the mobilization
of funding for the financing of the PTSE. In addition, strategies for coordinating development partners in
planning and implementation of PTSE as well as the adoption of mechanisms for managing funding and
expenditure on education and sharing information and joint evaluation of the sector's efforts with
partners are currently being planned.
Djibouti
The current policy context of the education sector in Djibouti is conducive for the integration and
implementation of the SDG4 priorities and targets as embedded in the national SDG4 Roadmap. Three
strategies support this assertion: (i) the National Education Strategy which is derived from (ii) Djibouti
Vision 2035, an ambitious yet pragmatic vision of socio-economic development that projects Djibouti as
an emerging economy by 2035 and (iii) the Strategy for Accelerated Growth and Employment Promotion
(SCAPE in French). The 2017-2019 Action Plan for integrating SDG4 targets is currently being finalized
and it is buttressed by the National Symposium Acts on the quality of teaching and learning.
It is noteworthy that the National Consultative Meeting on the 2030 Education Agenda-SDG4 that took
place in September 2016 impacted the programming processes and choice of priorities and orientations
14
contained in the 2017-2019 Action Plan. The consultative meeting also produced the following
outcomes:
- Adherence of the population to educational policy
- Technical and Funding Partners’ Commitment to the education priorities and goals
- Adoption of SDG4 targets
- Development of the SDG4 Roadmap that will allow the implementation of the future master
plan
The following key priorities have been identified: (i) strengthening universal access by identifying the
20% who do not have access to schooling; (ii) introducing public pre-school education; (iii) reforming
TVET in order to make it more relevant to labor market needs; (iv) integrating ICT in the teaching and
learning process in basic education, and (v) ensuring funding predictability.
With regard to challenges posed to the management of the system, Djibouti is poised to adopt a results-
based management approach in all sub-sectors, enhancing the skills of EMIS professionals, rethinking
methods and mechanisms for the management of statistical services and establish a culture of
evaluation at all levels of the education system. At the system-level, meeting these challenges requires a
redefinition of the concept/notion of quality in order to design targeted activities that could raise /
enhance the quality of the teaching and learning processes to a level of excellence. It also implies the
establishment of coordination and information sharing mechanisms with other ministerial sectors and
civil society. One of the key recommendations made by the education actors is to establish a steering
committee that would deal specifically with quality within the Ministry of Education and Vocational
Training (MENFOP in French). It is believed that this will help the implementation of the national SDG4
priorities and targets as it might result into a genuine mobilization of all stakeholders and rigorous
planning of actions to be undertaken by 2030.
The way forward now consists of tabling the National SDG4 Roadmap at the National
Assembly/Parliament and the Council of Ministers for formal adoption. This process will be
strengthened by partnerships and regional cooperation with a view to achieving the SDG4. It is therefore
important to promote exchange of information between countries of the region through UNESCO.
Eritrea
The National Consultation for adapting the 2030 Education Agenda SDG4 was held in November 2016
and it brought together a cross-section of the education stakeholders in Eritrea: Members of the
Ministry of Education, relevant Ministries, including health, labor, national development and defense;
Regional administration; National Organizations (Teacher’s Association and others); Regional Education
Offices; People’s Front for Democracy and Justice (PFDJ); UNICEF; Prison and Rehabilitation Centers and
the private sector.
In terms of outcomes, the consultative meeting was useful in enhancing multi-sector partnership and
knowledge on the global priorities and targets of the 2030 Education Agenda-SDG4. It was also useful as
15
a learning process for the Ministry of Education staff as they learned how to translate SDG 4 into
national targets, national development priorities and plans. It also helped in the identification of
national education policy challenges and priorities in light of SDG4 and led to the developing of a
national roadmap matrix.
The 2030 Education Agenda adaptation exercise in Eritrea was timely. It coincided with the end of the
2013-2017 Education Sector Plan and the preparation for the formulation of a new 2018-2022 ESP.
Therefore, the integration of SDG4 priorities and targets can be carried out in the implementation of
both the 2013-2017 ESP and the next five-year ESP (2018-2022).
Three priorities have been integrated in the National SDG4 Roadmap: (i) the reformulation of the policy
statement on pre-primary which has not been clearly articulated; (ii) addressing the challenges of out-
of-School children and (iii) the assessment of learning achievement.
Eritrea expects to face major management challenges as qualified personnel to integrate and implement
the identified priorities and targets are lacking at all levels. There also major limitations in terms of
infrastructure and financial resources. For instance, the capacity to use computers and other IT facilities
are limited, making data collection process to boost the management of quality educational service
delivery very difficult.
In view of the above challenges, Eritrea will request technical and financial support for capacity in policy
and programme development and implementation at national and regional levels. This support should
help education professionals to better understand and integrate SDG4 priorities and targets into the
national programmes and plans, mainstream SDG4 targets and indicators into national instruments and
enhance their capacities to implement.
The SDG4 Technical Working Group in Eritrea is working towards submitting the Full Narrative Report to
decision makers for endorsement. They will first review the report and make necessary adjustments and
formal endorsement is tentatively planned for March 2017.
Ethiopia
The national SDG4 consultative meeting in Ethiopia held in September 2016 attracted a large number of
key stakeholders, including among others high-level technical officials of the ministry, agency members
of the Local Education Development (LED), representatives of relevant directorates from the Ministry of
Education; non-governmental organizations, civil society organizations, teacher unions and networks
working in education. The meeting served as an important venue for all to discuss how Ethiopia’s
Education Sector Development Plan V (ESDP V) aligns itself with SDG4 and in so doing identify
challenges/ gaps that can be addressed.
The discussion on SDG 4 is happening at a time when Ethiopia is earnestly implementing a very
ambitious human capital development strategy through an Education and Training policy developed in
16
1994 and which aims at “developing the physical and mental potential and the problem-solving capacity
of individuals by expanding education, and in particular by providing basic educationfor all “.
While Ethiopia has made notable progress in expanding access to education and improving the
relevance of the curriculum at all levels, the quality of education remains a critical challenge. The
integration and implementation of SDG4 priorities and targets into ESDP V is now seen as an
opportunity to address the quality challenges such as the high dropout and repetition rates as well as
including the following new priorities: providing special needs education, universalizing pre- primary
education, revitalizing TVET and higher education to produce skilled and competent manpower capable
of meeting the demand of the economy and labor market; addressing education in emergencies and
advancing education in the pastoralist communities in order to lower the adult illiteracy rate.
However, Ethiopia is confronted with major planning and management challenges. Given the population
size and the geographical spread of the country, the current human, financial and infrastructural
capacities cannot cope with the magnitude of the needs. For instance, leadership and management
capacity at the central and decentralized levels is insufficient because of high turnover.
Even though ESDP incorporates a sound implementation, monitoring and evaluation framework,
monitoring and evaluation (M&E) faces serious challenges. Reliable and timely data is lacking and the
infrastructure to collect and analyze data is insufficient. This is mainly due to low capacity of staff and
lack of an M&E culture in decision-making. For instance, baseline data does not exist while indicators to
measure progress of the ESDP goals and targets are in place.
The consultative meeting made the following recommendations: (i) map out, incorporate and align
SDG4 with ESDP V targets; (ii) build strong collaboration and synergy with different stakeholders; (iii)
foster monitoring and evaluation for the implementation of the sector programs; and (iv) strengthen
institutional capacity development at all levels.
Kenya
Kenya’s national consultative meeting (October 2016) was attended by close to 100 persons and it drew
its participants from a wide array of stakeholders, including most notably religious organizations,
National Council of Nomadic Education, Parents associations, Associations of Tertiary institutions,
Commission for University Education and key government agencies and partners.
The meeting provided a platform where stakeholders had an opportunity to build a common
understanding of the Education 2030 Agenda - SDG4 targets and priorities and agree on how these
should be translated into national education system policies and plans. In terms of achievements, the
meeting formulated policy recommendations on how to mainstream SDG4 into current policy and
implementation frameworks. Implementation structures were suggested such as the setting up of sector
coordination and cross -sectoral coordination mechanisms which could marshal the goodwill to deliver
17
together as government and non-government actors. These mechanisms could also help in the
identification of technical assistance and capacity building needs.
The current education policy context in Kenya presents a conducive environment for the integration of
SDG4 priorities and targets. There is a strong government goodwill as demonstrated by the setting up of
cabinet sub-committee on SDGs and the willingness to devolve planning at the county level that takes
SDGs into account. The Government has already initiated a mobilization and coordination campaign of
all the education partners.
Education in Kenya has been guided by the National Education Sector Plan (NESP) since 2013 and the
Plan is divided into three volumes that span the period 2013-2020:
1. National Education Sector plan vol I –program rationale and approach 2013-2018
2. National Education Sector plan vol II (Operational Plan) 2013-2018
3. National Education Sector plan vol III 2015-2020
Kenya has also formulated a number of thematic and sub-sectoral strategies and review exercises that
are good entry points or modalities for the integration of SDG4 priorities and targets such as:
• Education for sustainable development policy for the education sector (2017)
• Education sector diagnosis/review to assess access equity and internal efficiency of the system
• Reviewing the National Education Policy Paper (2012) for endorsement by Parliament
• Reviewing NESP including the timelines to align it to MTP III
• Integrating SDGs in UNDAF work plans
• Strengthening quality assurance
In terms of challenges, Kenya is faced with gaps in policy planning, management and M&E but they are
being addressed. However, the following technical challenges related to SDG4 priorities have been
mentioned:
• The current knowledge based curriculum does not have adequate pathways to accommodate all
learners’ interests, talents and abilities; and this has in turn denied up to 20% of candidates the
opportunity to transition from primary to secondary level leading to a lot of wastage.
• The uptake of STEM (Science, Technology, Engineering and Mathematics) is slow and
disadvantages girls. This could be attributed to a number of factors including attitudinal and
weak mentorship programmes.
• Inadequate programmatic responses to refugee children in emergencies in education; especially
because of porous borders and insecurity related to this phenomenon.
• Assessment for learning has mainly been cognitive while the desire is to have competency based
assessment.
• Lack of comprehensive teacher education and development policy framework to deliver the CBC
curriculum.
18
• Challenges with the legal framework where the mandates of some institutions appear conflict
and thereby affect seamless provision of education services.
• Lack of technical assistance to assist the Ministry as the review of the NESP is taking place
framework.
With respect to recommendations, the following were made:
• Develop and operationalize a comprehensive teacher education and development policy.
• Review legal and policy framework to ensure a seamless provision of educational services
among the national, devolved and decentralized entities.
• Reviewing NESP in the light of SDGs and operationalizing it in 2017/18 onwards. Technical
Assistance may be required.
Madagascar
The National SDG4 Consultative Meeting took place in October 2016 and brought together the three
education and training ministries (Basic Education, TVET and higher education), the Ministry of Economy
and Planning (MEP), civil society organizations, NGOs and Technical and Funding Partners (TFPs). The
meeting promoted an active engagement of all stakeholders in the education sector by making them
aware of the important stakes in joining hands for the integration and implementation of SDG4 priorities
and targets in the education sector.
The drive for the integration of the SDG4 priorities and targets could not have happened at a more
opportune time for Madagascar as the country is currently formulating its new five-year education
sector plan (PSE 2018-2022) entitled “quality education for all, guaranteeing sustainable development".
The process of integrating SDG4 into the PSE is currently underway and will be finalized soon. This will
also make the development of action plans under the PSE much more sensitive to the SDG4 priorities
and targets. As things stand now, SDG4 targets have been integrated into the PSE which will be tabled in
the near future for endorsement by TFPs.
Some of the key priorities identified during the SDG4 consultative meeting include the issues of out-of-
school children, illiteracy and the training of trainers of teachers for quality improvement. There was a
common agreement that for SDG4 integration to be successful there should be ownership and
understanding of the SDG4 vision at the highest levels of the governance of the system.
There are however major challenges in the management of the education and training systems that
need to be addressed such as the need for a human resources capacity building plan to improve
planning as well as the management and administration of the system. For instance, there is a need to
develop an effective EMIS that can provide reliable statistical and financial data in real time. Also, there
should be capacity for an effective prevention and mitigation of natural disasters in the management of
the education system. For this to happen, it is important to instill a culture of monitoring and evaluation
in the management of the education system. The development of a communication strategy in the
19
implementation of the SDG4 is crucial as it will ensure understanding and ownership by the public at
large.
In order to strengthen the management of the system, a few challenges need to be addressed such as
the current imbalance in resource allocations between sub-sectors and the insufficient involvement of
centralized and decentralized authorities in planning and management decision-making and the under-
representation of certain sub-sectors in the Local Education Groups (LEGs) coordinated by donors.
Respect by donors and governments of their commitments to the allocation of resources to the SDG4 is
essential.
Mauritius
In many respects, Mauritius’s development strategies and goals are already aligned with SDGs. The 2030
Vision Document reflects convergence with goals and targets of SDGs. The National Consultation
(September 2016) confirmed this as it was found out that the policy directives developed by the Ministry
of Education correspond by and large with SDG4 priority and targets. The meeting was therefore very
useful in providing a platform for discussing the need for synergy among the wide array of stakeholders
who attended in working together towards the achievement of SDG4 by 2030. It also allowed for the
identification of issues which necessitate policy-related actions that have so far not been taken on board
in the education sector.
The integration of SDG4 priorities and targets in the ESP is timely as it is happening as Mauritius is
implementing its new Education Sector Plan which involves far-reaching systemic reforms of the
education sector. The 2015-2030 ESP entrenches a nine-year continuous basic education and the
curriculum reform consists of translating/integrating Education for Sustainable Development (ESD)
concepts and principles into the teaching and learning processes. In terms of equity, the ESP has made
provisions to integrate children with special education needs and those who are socially disadvantaged
and marginalized through scholarships. The introduction of Creole (Kreol Morisien) as language of
instruction and/or subject is also an attempt to redress past inequalities of survival for disadvantaged
children.
With regard to policy challenges, equitable, inclusive and quality education for all in Mauritius is an
important goal. For example, addressing adult education and Non-Formal Education is a challenge as a
large majority of older people cannot read and write in English and French, the two official languages.
Management challenges in delivering the ESP include a lack of common understanding of certain
policies by key constituencies which affects the prioritization of projects, coordination of different
organizations in carrying out certain functions such as specific data collection and monitoring and
evaluation of projects in different phases. Coordination and synergy among national and international
data processes to harmonize data collection and sharing is also a key challenge. Stakeholders
engagement should be enhanced, more specifically public-private partnerships (PPS) should be fostered.
Action plans are in place to address some of the challenges and Mauritius welcomes the need for
regional cooperation/collaboration in terms of sharing good practices and learning from one another.
20
Seychelles The SDG4 consultative process has yet to begin in the Seychelles. It is planned for 2017 as an integral
part of the formulation of the next Medium Term Strategy (MTS 2018-2022) to replace the present
Medium Term Strategy 2013-2017 and beyond.
The current educational context in the Seychelles is characterized by the evaluation of the MTS 2013-
2017 in preparation for the formulation of the next five-year MTS. It is anticipated that the integration
of SDG4 vision and targets will be at all the relevant levels of the components of the Medium-Term
Strategy 2018-2022.
The policy challenges in relation to the integration of SDG 4 priorities and targets are as follows:
i. The institutionalization of a more balanced curriculum and assessment that adequately caters
to the academic and technical dispositions of learners in a comprehensive learning system
historically dominated by academic orientation to teaching and learning.
ii. An adequate and sustainable supply of quality teachers to service a balanced curriculum and
assessment at all levels.
iii. An enabling learning and teaching environment to facilitate quality learning throughout the
system.
The main planning challenges consist of the inadequate supply and quality of human resource to service
the economy, timely availability of reliable data for decision making, absence of an established model
for financing education at all the sub-levels within the Programme Performance Based Budgeting
Approach in place since 2014.
Concerning monitoring and evaluation (M&E) challenges, the Seychelles mentioned the inadequate
capacity in strategic planning, monitoring and evaluation, weak culture of strategic management and
unavailability of agreed tools for Monitoring and Evaluation. Coupled with M&E challenges, the
management of the system suffers from a lack of coordination and synergy among and between
personnel from relevant Divisions/Sections within the Ministry of Education and with personnel from
other relevant sector ministries in agreed action frameworks. Linkages/partnerships between the
Ministry of Education and the private sector and NGOs in education planning and management are not
optimal.
In terms of the way forward, both the consultation and the submission of the full narrative report of its
proceedings are planned before the end of 2017 as an integral component of the process of formulation
of the 2018-2022 Plan. The top priority is to secure Cabinet Ministers’ approval of the evaluation of the
MTS 2013-2017 in order to start preparation of the next Medium Term Strategy (MTS) 2018-2022 which
will integrate the SDG4 vision and targets.
21
Somalia
Somalia’s national SDG4 consultations were held in November 2016 and they brought together
participants from the Federal States including department directors, private education partners,
community actors, non-governmental agencies, UN-SDG4 Co-Conveners and donor agencies. The
outcomes were shared and presented at the Education Sector Committee meeting in Mogadishu and
Nairobi. The meeting identified key areas of priority, in particular in the newly established and emerging
states. It also provided the platform to discuss strategies that would address the challenges facing
returnees and the high number of IDPs.
The meeting allowed participants to gain a common understanding of the vision, priorities and targets of
the Education 2030 Agenda- SDG4- as well as how it can be translated into national education system
policies and plans.
Among the priorities/challenges identified are the following:
- Ensuring access to education to over two million out of school children in a context of prolonged
conflict, limited financial and human resources and infrastructure.
- Addressing the education and skills needs of over 70% of the youth population, known as the
‘lost generation’ with limited education and skills needed in order to eradicate poverty and pave
the way for Somalia's long term socio-economic development.
- Addressing gender inequality across education levels, especially access to education for the girl
child.
- The need to develop and agree on education in emergency (EiE) policy and the requisite
regulatory framework, strategic and implementation plan and financing framework.
- Low status of the teaching profession in the last two decades which has reduced the human
resources needed to revive the sector; this can be attributed to the fact that teachers are
currently not registered as public servants.
With regard to the context in which the SDG4 priorities and targets are being considered, it is important
to note that the education sector in the country is still undergoing extensive reform with priorities
focused on providing basic education for all for the next couple of years, thus limiting the government
ability to channel the limited resources towards the development of key SDG4 target areas.
As a result of the serious domestic financial constraints, the education sector is largely funded by
development partners, limiting the scope of long term planning and management. This also affects the
capacity for information sharing/coordination and cross-sectoral forums to adequately address SDG
targets among line ministries. Moreover, varying levels of development among the Federal/Regional
States presents capacity challenges in terms of planning and reporting systems. For instance, there is a
lack of an Education Sector Coordination database to allow for effective monitoring and evaluation
(M&E) of projects.
The M&E structure is limited in scope limiting the ability to capture household and school level and
learning environments information. Poverty index places 73% of the population in the disadvantaged
22
category requiring extensive disaggregation. Education sector is currently in the infantile development
phase and unable to capture indicators based on fully fledged functioning systems.
In view of the above challenges, the following actions are required:
• The establishment of an education trust fund and mobilization of resources through sustainable
financing models tied to revenue generation.
• The establishment of inter-ministerial forums and Federal Member States coordination groups.
• Development of institutional capacity of Federal Member States in key areas of information
management, reporting and planning.
Development of an education sector coordination database for accountability purpose. During the
SDG4 consultations coordination and oversight was discussed and will be fully operational following the
development of the ESP.
The message Somalia wants to put out is that education serves as the central pillar for the country’s
long-term stability through poverty alleviation and economic development. There is common
understanding that the country’s social and economic outcomes are contingent on the investments in
her human capital. SDG4 priority targets will reaffirm the government commitments towards ensuring
that all citizens are provided with inclusive, quality and equitable education services.
South Sudan
The National SDG4 Consultative Conference in South Sudan took place in September 2016 and was
attended by 28 state ministers from, among others, Ministry of Youth Culture and Sport, Ministry of
Gender and Social Welfare and Ministry of Finance and Economic. High-level technical officials (i.e.
Directors General) of the ministries of education and other relevant ministries dealing with education
and skills development were also at hand as well as the UN Co-conveners – UNESCO, UNHCR, UNFPA,
UNDP, UNICEF, and UN Women, representatives of civil society organizations and education donors
group.
The consultative meeting was very informative and useful. Members shared experiences from all parts
of the country and produced all the necessary information needed to compile the country report on
SDG4.
With respect to challenges in the policy context, South Sudan is still confronted with civil wars and
conflicts resulting in a lack of a conducive environment for education. This is compounded by
inadequate education infrastructure, lack of sufficient qualified teachers while the country’s is faced
with 1.8 million out-of-school children to educate and cultural barriers that affect participation of girls in
education.
In view of the above, South Sudan has identified the following national priorities:
1. Promote peace, national reconciliation and healing in the country.
23
2. Reform the whole general education system by increasing access; improving quality; promoting
equity and equality; enhancing the management capacity; promoting TVET; promoting the rule
of law; and improving monitoring and evaluation.
3. Promote partnership to fund, implement, monitor and review The National General Education
Policy, 2017-2027, and The General Education Strategic Plan, 2017-2022.
With regard to the planning and management context, the country is faced with the challenge of
reforming the education system which suffered destruction as a result of prolonged civil wars,
inadequate funding from government’s budget allocation and support to education; and low
management capacity at the three levels of the government: National, State and Local government.
Concerning M&E challenges, and as a result of the overall low technical capacity, EMIS data analysis,
collation, and reporting require beefing up in terms of qualified staff at the three levels of the
government; M&E implementation is a challenge due to insecurity; and funding for EMIS data collection,
collation, analysis, reporting and dissemination is largely unaffordable and requires donor support.
Given these contextual impending factors, the following actions/priorities are required in order to
address the planning and management challenges:
1. Reconstruct, reform and strengthen the education system by implementing many and
significant reforms in the next five years or so;
2. Ensure that the budget allocation to education is in accordance with the provisions of The
General Education Act, 2012, that is at least 10% of the annual budget; and
3. Build the management capacity of staff of the Ministry, the State Ministries of Education and
the County Education Departments.
THEMATIC PANELS: DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL
RECOMMENDATIONS The overall objective of the thematic panels was to explore key areas of the 2030 Education Agenda SGD
4 and other important issues that warrant deeper understanding of their policy and implementation
implications. Therefore, panels were organized in such a way that they brought to the forum conceptual
clarification and good/promising practices. The composition of the panels reflected this concern as key
UN and other bilateral or multilateral agencies that have the mandate or are specialized in the focus
areas of the 2030 Education Agenda were invited to contribute to the discussions along with countries
that have managed to formulate and implement concrete responses to the challenges in programmatic
terms. It was expected that the panel discussion would provide ideas for regional cooperation and
creation of communities of practice within the Eastern African Region.
Eight (8) thematic areas were identified: (i) Skills for work/literacy/lifelong learning, (ii) Education in
Emergencies, (iii) Partnerships/financing of education, (iv) Global Citizenship Education (GCED)/Target
24
4.7, (v) ICT and Innovation in Education, (vi) Teaching and learning, (vii) Early learning/ECD/quality
learning outcomes; and (viii) Inclusion/gender equity.
The 8 panels were run in a parallel fashion. Each panel had to reflect on the presentations and
document their discussions and recommendations following a format that consisted of identifying
common challenges, common opportunities and identification of regional activities to be recommended.
Skills for work/literacy/lifelong learning
Three presentations were made during this panel by the following participants: The Ministry of
Education of Madagascar, the Ministry of Education of Comoros and the UNESCO Institute for Lifelong
Learning (UIL).
The Ministry of Madagascar described a government/UNESCO’s vocational and integration training
programme that is specifically dedicated to rural youth. The programme is by all accounts a promising
response to the issue of the massive out-of-school youth population and the need to link TVET with the
human capital needs of the labor market and the economy. It consists of training rural youth both in
stable and sustainable jobs and trades and in creating enterprises related to farming in the agriculture
sector. The success of the programme has triggered the formulation of a new TVET policy in
Madagascar.
The Ministry of Comoros presented two key policy initiatives to address the educational needs of out-
of-school children and youth and the high adult illiteracy rate among adults. The first initiative consists
of Non-Formal Education programmes for out-of-school children aged 8 to 14 years that serve as
pathways to formal schools and TVET institutions depending on the age of the children. The entry into
primary education occurs at the 4th or 6th grade after successful completion of the NFE programme and
for children meeting the age requirements. The second initiative addresses the literacy needs of youth
and adults aged between 15 and 45 years through the setting up of effective literacy and adult
education.
UIL took advantage of the Forum to introduce the Third Global Report on Adult Learning and Education
(GRALE III) and linked it to the concept of lifelong learning. The presentation clarified the importance of
Adult Learning and Education for health and well-being, the labor market and employment and social,
civic and community life.
The participants identified the following as common challenges: sustainability of projects and
programmes beyond donor support, availability of reliable data at national and international levels for
monitoring and evaluation, insufficient financial resources both at domestic and international levels and
how to use the lifelong long learning concept to equip the youth with skills and competencies that will
carry them throughout their professional and personal lives.
25
With regard to common opportunities, they singled out the existence of a real political will at all levels
as illustrated by the integration of SDG 4 priorities and targets into education sector plans and the
resources being mobilized to implement them.
Finally, they recommended the following:
1. Ensuring real ownership by the main stakeholders of the stakes embedded in the SDG4 priorities
and targets;
2. Making visible, and popularize progress made but also actions that have not been done through
the production of data and reporting both nationally and internationally;
3. Involving all stakeholders – civil society, NGOs, the media, government, local authorities, - in the
reflection for better sustainability of projects / programmes;
4. Establishing national regulatory frameworks / steering mechanisms / reference documents to
ensure the integration of all learners - especially young people who have never attended school
or dropped out of school - in the learning processes - both formal and non-formal;
5. Prioritizing the allocation of available resources for the learning of out-of-school youth.
Education in Emergencies (EiE)
Three presentations provided the framework for discussions for the participants in this panel. The
Ministry of Education of South Sudan, the EiE Regional Working Group and the Kenyatta University,
Kenya.
The South Sudan presentation was made by Hon. Deng Yai, Minister of General Education and
Instruction. He underscored the importance of EiE in his country’s context and informed the participants
of the following policy initiatives and reforms: (i) repositioning education stock in emergency for states
and counties prone to emergencies; training of education personnel in EiE, setting up of an emergency
fund; inclusion of emergency related indicators in EMIS database for better data analysis and impact;
and provision of accelerated and alternative learning opportunities immediately after emergencies. He
further indicated that one of the key priorities for his government is the rebuilding of school
infrastructure which was devastated by wars.
The EiE Regional Working Group (WG) focused its presentation on the importance of and education
sector planning approach that includes emergency and crisis affected population. It made very clear that
SDG 4 cannot be achieved without inclusion of children and youth affected by emergencies in sector
plans and that national governments need to create linkages between short term response in
emergency and crisis contexts and long term development as well as the need to account and make
visible all emergency- and crisis-affected girls and boys in education sector planning, development and
monitoring at national and sub-national levels. The WG also underscored the importance of certification
and equivalency needs of student populations affected by emergencies and crises and insisted that this
is a critical regional problem.
26
Kenyatta University presented its response to broader challenges of access to Higher Education for
refugees in Eastern Africa through a case study of Dadaab Refugee camp. They made a very strong case
for education by indicating that education remains a key factor in protection mechanism, political
stability and it develops leadership potential in fragile contexts. They said that higher education among
refugee youth could lead to healthy transition from conflict to peace, resolutions and recovery and
informed transformation from conflicts to stability. They advocated for the establishment of a Regional
Equating Board to facilitate university admission across borders, particularly taking into account the
needs of displaced populations and for supporting partnerships among higher education institutions in
Eastern Africa to harmonize and sort higher education in emergencies needs for marketability of skills in
both the host and home countries.
The following common challenges were identified:
• Inadequate preparedness for EiE at national levels.
• Lack of a regional body that looks at admissions/certification/equivalences/language for
children and youth affected by emergencies.
• Lack of comprehensive approaches on inclusiveness for children and youth affected by
emergencies and crisis.
With regard to common opportunities the participants identified the existence of the Addis
Convention/EAC initiatives and Inter-University Council for East Africa Universities for Higher Education
framework. There is also a general political will to integrate displaced children and youths in the
education systems.
The recommendations for regional cooperation included the following:
• Member states to ratify the Addis Convention on Higher education to address Regional
certificate equating/accreditation for refugees ensuring continuous collaboration between
ministries of education in host countries and home countries.
In terms of preparedness:
• National Governments should develop emergency response/contingency plans as part of
Education Sector Plans to respond to education needs for children and youth affected by
emergencies and crisis.
• Inclusion of refugees, returnees, Internally Displaced Persons (IDPs), stateless Children, girls and
children with disabilities as well as persons of concerns, into the national education sector plans,
programmes, budgets, and monitoring and evaluation systems.
Partnerships/financing of education
This panel received four presentations: two from the governments of Uganda and Ethiopia and two
others from the Global Partnership for Education (GPE) and the Educate Global Fund (EGF).
The Ugandan government indicated that partnership is essential for educational development. This
recognition of partnership in Uganda was translated into a partnership policy in 2007 with the private
27
sector (Public Private Partnership Policy), to improve efficiency, strengthen partnerships with the private
sector, improve targeting of resources to schools that are in particular need of support and mobilize
external resources. This has helped in improving access to secondary education to areas that did not
have government secondary schools.
However, there are many challenges in education funding through partnerships. For example, as the
government funding to the sector reduces, parents are made to bear an increasing funding burden.
Where the parents have failed to fill the funding gap, there has been a negative impact on the quality of
education. The recourse to funding from the education development partners is becoming problematic
at times as they set very stringent conditions for the sector to access their funding.
The Ministry of Education is now advocating for increased funding to the sector. This is being done by
working together with Members of Parliament through its Uganda Parliamentary Forum on quality
education and the education committee of Parliament.
In Ethiopia, the contribution of developmental partners and NGOs play a significant role to achieve
Education Sector Development Plan (ESDP V) and SDG4 targets. The funding thus obtained enhances the
pool and non-pool funding coordinated by the government. Partners follow the government’s cash flow
system.
The challenges faced by the government include, among others, an important financial gap, the
unpredictability of donor funding, the limitation of partners’ funding for TVET and higher education and
limited implementation capacity. The recommendation is to enhance and sustain collaboration and
partnership in financial and technical support in all subsectors (general education, TVET and Higher
Education).
The GPE presentation focused on the role of GPE, the nature and areas of support and the results in GPE
partner countries. GPE is the first global compact for education and it is a catalyst for increasing and
improving the effectiveness of Development Country Partners’ (DCPs) domestic financing for education.
The GPE funding model incentivizes governments to increase budget allocations for education through
strengthening education sector planning that includes financially sound ESPs, mobilizing more and
better financing to maximize impact and build stronger education system and supporting mutual
accountability through effective and inclusive policy dialogue and monitoring.
GPE recommends the following to governments of the Eastern African Region:
• Implementation of the SDG4-Education 2030 agenda rooted at country-level, where Local
Education Groups (LEGs) could play a prominent role to mobilize and track better use of
domestic financing;
• Striving to reach the Incheon Framework for Action (FFA): 4-6% GDP & 15-20% of total
expenditure to education;
28
• Promoting Inter-ministerial collaboration: use existing sector planning mechanisms to ensure
effective collaboration (Joint Sector Reviews (JSRs) are key mechanisms to discuss the SDG4
goals as part of ESP implementation);
• Using 2017 to create an opportunity to ensure political buy-in and dedicate adequate resources
(i.e. through pledges to increase domestic spending).
The Educate Global Fund (EGF) is a new comer in the funding and partnership landscape. It is a private
equity social investment fund dedicated to education. Its purpose is to enable positive impact on
educational outcomes and life chances for disadvantaged children, especially girls and seeks to scale
social impact for education by enabling the development of small-medium sized enterprises over 10
years’ horizon.
EGF is looking for companies developing high quality affordable products and services locally where
communities will lead the process of removing barriers to education themselves. It is currently working
with its first inaugural cohort: 10 social businesses joining EGF’s field studies in Kenya during 2015-16 to
co-create an investment thesis and impact mission bottom-up.
The participants agreed on the following common challenges:
• Volume, efficiency, and efficacy of education financing (external and domestic) has been
inadequate to meet the education needs.
• Contribution of partner to selected sectors only – i.e. contribution to TVET and higher education
are limited.
• Limited implementation capacity at national level.
• Financing requires governance and transparency.
• Domestic financing is essential for long-term sustainability and predictability of sector financing,
efficiency, and efficacy of education.
• Private sector capital has a catalytic role to play to complement domestic financing for the
implementation of SDG4, it is still nascent and more effort is needed to identify and promote
education investments for vulnerable communities – as per the recommendations of the UN
Education Commission.
With respect to common opportunities, the participants agreed on the following (among others):
• Existence of strong partnerships: government, development partners - Education Technical
Working group, NGO (platform to avoid duplication). Partners follow government cash flow
systems.
• Existence of Public-Private Partnership Policy.
• New tools and innovation for financing of Education.
• Sharing of best practices on financing mechanisms for vulnerable communities that catalyses
private capital like Educate Global Fund that invests in Education and Enterprises in East Africa.
The participants then agreed on the following key recommendations:
29
• Inter-ministerial collaboration: use existing sector planning mechanism to ensure collaboration.
• 2017 – opportunity to ensure political buy-in and dedicate adequate resources including
through pledges to increase domestic funding of SDG4.
• Nurture the emergence of convening platforms like the SDG Philanthropy Platform to bring local
philanthropy, private sector actors to complement government efforts.
• Capacity building for policy makers to direct policies on innovative financing of Education, and
partnerships with private investment markets.
• Convening of an East African forum on innovative financing for education themes facilitated by
Educate Global Fund, SDG Philanthropy Platform and domestic financing partners like GPE.
Global Citizenship Education (GCED)/Target 4.7
Two member states, Kenya and Somalia, and two NGOs (FAWE and Interpeace) working in the area of
GCED provided insights into their experiences.
Kenya presented its experience in developing a GCED policy. The main justifications/objectives that
underpin the Kenyan policy are: (i) the need to equip learners with knowledge, understanding and
critical thinking about the local, national regional, and global issues and (ii) to enhance
interconnectedness and inter-dependency with different countries and populations. It emphasizes soft
skills focused on values, promotion if social cohesion and resilience building. The Kenyan presentation
indicated that their GCED interventions included system based interventions such as sector analysis,
legal and policy initiatives, partnerships and collaborations and curriculum based interventions (formal
and co-curricular) that cover curriculum reform, life skills education, music, drama and art, Amani clubs,
UNESCO clubs, ASPNET Schools, environment education, and clubs and psychosocial interventions.
The Interpeace presentation was on an initiative called the “Cross-border dialogue for Peace in the
Great Lakes region”. The aim of the initiative is to promote peace education in the region and make it
more effective and transformative. Interpeace indicated that many conflict dynamics go beyond
national borders, therefore peace education must also have a regional dimension, to be more adapted
to the reality and suggested that given that Peace education is much more of an approach, a mind-set,
than a content, it must not be a theoretical “class”, but must be practical and be an approach to
teaching. It’s about transforming educators, and students, into peacebuilders.
FAWE presented its TUSEME project in Tanzania. It is a process that builds life and leadership skills,
especially for girls. The approach has improved retention and performance at primary and secondary
school levels. TUSEME empowers students and goes hand in hand with Gender Responsive Pedagogy
(GRP) for teachers. It empowers students to be agents of change through building skills such as
assertiveness, self-awareness, critical thinking, decision-making and action-taking. It also builds peer
support in problem solving.
TUSUME (Let’s Speak Out in Swahili) uses theatre for development methodology whereby the audience
is part and parcel of solution formulation. Even though both TUSEME and GRP have had good impact on
30
changing teachers’ attitudes towards girls and reducing sexual harassment, the best practices are not
shared adequately and these interventions have taken long to be mainstreamed in the national
education system.
The participants identified the following common challenges:
Unclear understanding of the concept of Global Citizenship Education.
Youth and demographic transformation is a challenge in part because of inequalities, which
makes them vulnerable to capture and recruitment into violent extremist and terrorist groups.
Lack of cohesion caused by the politicization and manipulation of identities (ethnic, religious and
cultural, etc).
National, regional and global socio-political environments constantly transforming and at one
level this reinforces exclusion and vulnerability especially of the youth.
They also agreed on these common opportunities:
The youth are also an opportunity to drive change, promote values and peaceful social cohesion.
Education in the service of peace is a great opportunity that could lead to the fundamental
transformation of countries and the entire region.
There is need to take a regional approach in addressing the challenges, through dialogues and
engagement with a wide range of stakeholders.
Concerning regional recommendations, they agreed on the following:
Curriculum development and review to enhance content with life skills and incorporate
concepts, principles and values related to Global Citizenship education; also, ensure that these
same values, and concepts are developed into programmes for communities.
Promote national cohesion by developing programmes that counter divisions based on ethnic
and sectoral considerations, and highlight diversity through multi-ethnic and multi-cultural co-
existence.
Develop regional programme interventions and provide platforms for sharing of knowledge and
experiences on challenges faced by countries, many of which are cross border in nature.
Sensitization of Member States on the Concept of Global Citizenship Education.
ICT and Innovation in Education
Two Member States (Seychelles and Djibouti) and three organizations (GESCI, KEPLER and the Open
University of Tanzania) made presentations on the use of ICT and innovation on education.
Seychelles ICT initiatives are guided by component 7 (out of 13) of the Medium-Term Strategy (MTS
2013-17) and under which there are seven priority interventions.
1. Developing and implementing an ICT policy for the Education Sector;
31
2. Strengthening ICT education and assessment in the National Curriculum and
Assessment Frameworks (2013);
3. Strengthening ICT-based management support;
4. Acquiring, deploying and improving the use of ICT software and hardware for all
levels of the sector;
5. Building human resource capacity in the use and maintenance of ICT-related
resources and services;
6. Building partnerships for improving Information Technology Services and
infrastructure;
7. Monitoring and evaluating ICT resources and services.
The following strategic interventions have been put in place: (i) facilitating Student-Centered
Teaching and Learning which includes ongoing review of national curriculum, adjustment of
assessment strategies, professional development for teachers; (ii) Developing an Education Portal
aimed at learners, educators, parents and the wider community. This includes creating a repository
for open-licensed education software (Notesmaster), a Learning Management System (LMS) and (iii)
Exploiting accessible technologies to support provision of universal access to quality education for
all.
Among the best/promising practices to promote access, the Seychelles have highlighted the
following:
• Laptop Scheme for Seychelles Teachers (ongoing since 2009).
• Government subsidized Laptop Scheme for students (S4, S5 and professional
centres).
• Education Transformation Agreement with Microsoft.
• Development of content on online portal - Notesmaster Seychelles initiative.
Djibouti has designed an ICT-based training plan for teachers and other ministry of education and
training (MENFOP) managers. Through this plan, MENFOP institutions and schools have been equipped
with computers. The plan has also allowed the development of maintenance capacity to ensure
continued support to access to the digital facility. It is through this plan that tablets have been
introduced in the first three years of primary school.
With regard to curriculum reform, ICTs have been integrated into all subject matters, including the
sciences, math, physics and chemistry. ICTs are also being used for the teaching of foreign languages:
French, English and Arabic. The experimentation with digital textbooks is in the pipeline.
The ICT integration policy in Djibouti is part and parcel of the implementation of SDG4 priorities. The
government is working on ensuring that all primary schools are connected to broadband in partnership
with Djibtelecom, that all teachers are connected, that all students in basic education are equipped with
32
tablets, even in the most remote corners of the country with all the necessary accessories (solar
systems, backpacks, etc.); that all high school students are equipped with a laptop and that OERS are
harnessed with UNESCO's support.
The Global e-Schools and Communities Initiative (GESCI), an international non-profit organization,
made a presentation on the African Digital Schools Initiative (ADSI), a new model for secondary School
Development. The ADSI model is being experimented within the existing education institutions in Kenya, Tanzania and Cote d’Ivoire and through working with an Expert Working Group (EWG) at
National level and a School Support Team (SST) at County/Regional level.
GESCI and the African Union aim to promote scalable models and initiatives to accelerate relevant and
effective ICT integration in African education and training systems within the framework of the
Continental Education Strategy for Africa.
Kepler is a nonprofit university program based in Africa and designed for the developing world. Kepler is
committed to SDG 4 and they intend to use ICT to contribute to this important goal. The use of
technology allows the provision of affordable HE to students on the continent. In addition, the use of ICT
as a learning tool to promote lifelong learning can equip job seekers with the ability to use technology,
but also the critical thinking skills to utilize ICT resources as a tool to create more efficient and smarter
workplaces.
The Open University of Tanzania (OUT) was established, among other reasons, to increase the
transition rate to tertiary education which was among the lowest in the region. It was established to
make tertiary level education accessible to all aspirants i.e. employed staff, disadvantaged groups (e.g.
women, rural dwellers, people with disabilities and other school leavers).
At OUT, students’ study is enhanced through Open Distance Learning (ODL), with utilization of study
manuals (Print mode), Internet facilities (Moodle) and Libraries and other support services.
OUT courses are fully offered online. Currently (2016/17) they are accessed by 54 participants from
Zambia, Uganda, South Sudan, Rwanda, Burundi, Swaziland, Niger, Togo and Tanzania.
The following common challenges were identified:
• Low rate of policy implementation and poor understanding of emerging policy areas;
• Lack of effective device rollout strategies and connectivity and management systems;
• Poor adaptation of curricula to ICT delivery formats, lack of e-content, and assessment and
evaluation;
• Lack of teacher and other educational personnel’s capacity in using ICT to support teaching and
management;
• Lack of accessible technologies to support provision of universal access to quality education (e.g.
ICT and disability);
33
• At the tertiary level, a lack of harmonization of programmes and degrees; low inter-university
collaboration and internationally competitive research to drive local ICT innovation; and
• Sustainability including challenges related to costs and establishing reliable funding.
With regard to common opportunities, the following were mentioned:
• ICT in education reflected in a number of education sector policies demonstrating high level
commitment;
• Emerging policy areas including Open Educational Resources (OER) and education portals;
• Gender and inclusive education policies to promote inclusion and ICT as an enabler;
• Regulatory mechanisms in tertiary education for ensuring the implementation and quality of ICT
in education and programmes offered;
• Expanding ICT use as a necessary condition (although not sufficient) for increased access and
transition to tertiary education;
• Partnerships with IGOs, NGOs, private foundations, Internet providers;
• Recognition of ICT as a cross-cutting tool for promoting access.
Regional priorities/ recommendations for inter-country cooperation:
• Policies and strategies for promoting greater access (including IDPs, refugees and stateless
persons), transition, and skills for job creation underlining the role of ICT;
• Quality should be at the center of ODeL and blended learning models;
• Utilize Whole School Planning and Development in ICT Integration through the involvement of
the school leadership, STEM Teachers and other subject teachers; and
• Exploit Regional ICT Hub to provide affordable technical and pedagogical consultations and
guidance for member countries to access on a needs basis.
Teaching and learning
Uganda, Association for the Development of Education in Africa (ADEA) and UNESCO-IICBA provided the
presentations for discussion.
Uganda’s presentation made the case that improving teaching and learning is a complex endeavor
comprising many policy issues. Effective teaching and learning can only take place if the right mix of
inputs is made and the process is properly supervised, inspected and monitored by all the responsible
parties. The outcomes of an education system are to a large extent determined by the resources
committed to this cause. All efforts should therefore be geared towards progressively increasing
funding to education for improved learning outcomes
The presentation made by ADEA consisted of the work being carried out by its Inter-Country Quality
Node on Mathematics and Science Education (ICQN-MSE), coordinated by the Centre for Mathematics,
Science, and Technology Education in Africa (CEMESTEA) in Kenya.
34
The mandate of CEMESTEA is to provide Continuous Professional Development (CPD) for teachers in all
the sub-sectors of the education system (ECD, primary and secondary schools), including Teacher
Training Colleges (TTCs). ICQN-MSE, on the other hand, strives to advance policies, strategies, practices,
and programmes to promote critical knowledge and skills in MSE.
The International Institute for Capacity Building in Africa (IICBA) of UNESCO was established to
strengthen the capacities of the 54 African Member States in teacher development. The presentation by
IICBA focused on the importance of having Well-trained and motivated teachers for any meaningful and
quality teaching and learning to take place. It highlighted its study on teacher motivation which includes
analysis on remunerations, career structures and professionalization which have a strong impact on the
extrinsic dimensions of teacher motivation. Teacher motivation is also influenced by factors such as
school leadership and management, opportunities for autonomy, self-actualization and control in the
classroom, opportunities for their voices heard and collegiality within the school environment.
The common challenges identified by the participants are:
• Existing gaps between policy intentions and practice;
• Inadequate human resource capacity to stimulate innovation and learner centred pedagogies
during teaching and learning especially in the hard to reach areas;
• Low investment and funding to support teaching and learning especially in the teaching of
science, access to science and TVET laboratories;
• Low teacher motivation and facilitation; mentorship and teacher support mechanisms which
have resulted into low professional morale and commitment.
In terms of common opportunities:
• Existence of committed stakeholders, UN agencies and education development partners that
are willing to support education interventions at all levels;
• Common regional frameworks such e.g. the AU Continental Education Strategy for Africa (CESA
2016-25) in addition to the SDG4 frameworks;
• Utilisation of the regional forums to share best practices and relevant and timely research
findings on specific education themes to improve the quality of teaching and learning.
The following recommendations were made for the region:
• Advocacy to increase funding for Teaching and Learning programmes at all levels through the
national parliaments and Education Development Partners;
• Implementation of Teaching and Learning policies especially for all children including children in
emergencies, conflicts and children with special needs;
• Focus on more comprehensive assessment of teaching and learning other than passing of
examinations and assessing teachers’ needs for mentorship and Continuous Professional
Development (CPD);
• Improve the remuneration of teachers in the national budgets as part of improving teacher
motivation and welfare.
35
Early learning/ECD/quality learning outcomes
Mauritius, USAID, RTI, XPrize and UNICEF were the presenters.
Mauritius made the presentation as the lead country of ADEA’s ICQN-ECD. This role was bestowed upon
Mauritius because of its achievements in Early Childhood Development and therefore of its potential to
help other African countries follow the same path for ECD to serve as a foundation for further learning.
In her presentation, Hon. Leela Devi Dookun Luchoomun, Minister of Education, laid out the importance
of ECD as a foundational sub-sector. She described early childhood development as a window of
opportunity for building an early base of skills and ensuring readiness for school and life. This assertion
is now supported by evidence from neuroscience, psychology and pedagogy. She then described the
implementation stages for an effective ECD policy which includes, among others, building institutional
capacity, extending ECD services to the most vulnerable, enacting pro-poor policies which target
children with special education needs, developing a national curriculum framework for ECE, investing in
professional development of ECD Educators, empowering parents and building partnerships. An early
support programme at lower primary is also crucial.
USAID’s (RTI) presentation was entitled “Measuring National Early Grade Reading and Mathematics
Performance in Tanzania”. This is a direct response to SDG Target 4.1 in Tanzania. USAID supported the
Government of Tanzania to address the gap with respect to knowledge on how children perform in the
early grades. In 2013 a national baseline assessment of 3Rs using the Early Grade Reading Assessment
(EGRA), the Early Grade Mathematics Assessment (EGMA) and the Snapshot of School Management
Effectiveness (SSME) instruments established the baseline of the achievement levels of students in the
early grades with regard to foundational skills in reading, writing, and arithmetic. The results informed
changes to both the primary education curriculum and in-service teacher training approaches and were
translated into national benchmarks set in 2014 (as well as five year targets) for Standard two students.
The benchmarks formed a structure against which results from various donor-funded programmes could
be measured. Countries in the region may need to understand how the EGRA/EGMA can be used in
conjunction with existing national examinations.
The presentation on the XPrize consisted of informing participants of a $15M competition – funded by
Elon Musk -- to develop open source learning software designed for children without access to quality
education to teach themselves and each other reading, writing, and numeracy. Five finalists will each
receive $1M and the Grant Prize Winner will receive an additional $10M.
The UNICEF presentation centered on Early Childhood Development Regional and Global Perspectives
for 2018-21. It first explained the importance of ECD from neuroscience and physical development
perspectives of a child and provided a brief overview of the existing strategies and regional and
continental policy frameworks for ECD. For example, there is an ECD Strategy developed for the Eastern
and Southern Africa (ESAR) which is based on three pillars for programming: Early Experiences Matter
(Science + Advocacy); Families Matter (Parenting Programs and Care for Child Development); and
Quality Matters (ECD and Early Learning). At the continental level, the Continental Education Strategy
36
for Africa (CESA 2016-2025) provides a framework for pushing the ECD agenda further. The ADEA ICQN-
ECD is also a platform for dialogue, experience and information sharing and a community of practice.
The participants listed the following common challenges:
When to invest?
Quality teachers for ECD;
Not only child but family, sensitization of parents on ECD;
Language of instruction;
Using life cycle approach and addressing wide range of skills of children (e.g. cognitive,
emotional);
Reaching the most vulnerable;
Unevenness in quality of ECD provision;
Not many experts on ECD;
Lack of materials in different African languages;
Low learning achievements;
High costs of learning assessment tools;
How to build capacities to use existing tools;
The Common opportunities identified are:
Existence of policy on ECD;
Community based initiatives;
Accelerated learning programmes in schools;
Regional Network on ECD (ICQN on ECD)/ country platform;
Multi-sectoral/ multiple partners;
Existence of national curriculum framework;
Parents involvement through parents’ empowerment education;
Availability of tools (e.g. early years’ assessment framework);
Availability of materials in different languages through prizes;
Availability of assessment tools like EGRA and data generated from such tools;
Using/build on existing assessment tools to avoid high costs of new assessment tools.
Recommendations:
• Continue to advocate for ECD;
• Professionalization of ECD;
• Supporting regional information sharing using existing structures/platform e.g ICQN;
• Enhancing the capacity of governments to undertake the relevant, appropriate and cost
effective assessments for learning outcomes.
37
Inclusion/gender equity
The panelists were, the United Republic of Tanzania, FAWE Regional and Plan International.
The Tanzanian presentation was focused on government efforts to promote inclusion and gender equity
by offering second chance education programmes. These efforts have been made possible through legal
frameworks and policies such as the Education Sector Development Programme (previous and the new
ESDP, 2016/17 – 2020/21); the National Five Year Development Plan (FYDP I &II); the Vision 2025, which
aims to achieve a ‘learned society’ linking closely with the Poverty Reduction Strategy II, and (now the
National Strategy for Growth and Reduction of Poverty (NSGRP).
The efforts deployed by the government over the years yielded the following achievements: (i) the
Gender parity in GER and NER at primary education level has been achieved since 2005; (ii) Gender
parity for survival rate to Grade 5 and Grade 7 achieved since 2005 and was in favour of girls since 2013;
and (iii) Enrolment of learners in the ICBAE learning centers over the period between 2000 and 2012
indicates an overall GPI of 1.2 indicating that the programme attracts more females than males.
However, there are still regional variation in literacy rate with the highest rate being found in Dar es
Salaam (96.1%) and the lowest in Tabora (59.0%).
The Forum for African Women Educationalists (FAWE) presented its experience in promoting gender
equity and inclusion in education. As an advocacy organization with a special focus in Gender and
Education whose priority is girls and women, FAWE is contributing to SDG4 through the CESA 16-25 by:
(i) ensuring that issues on gender are integrated into the CESA implementation and monitoring
frameworks by AU member states, (ii) spearheading development of a Gender Strategy for the CESA
that will guide AUC member State in the integration of gender in implementation of CESA 16-25.
For the way forward, FAWE recommends that Member States’ commitment to inclusion and gender
equality needs to move from policy statement to actual implementation. There is also the need to
develop a gender responsive monitoring framework for CESA by investing in data collection mechanisms
that are gender responsive to ensure effective and relevant analysis that will be useful to decision-
making.
Plan International provided an overview of its 2018-2022 Strategy focusing on vulnerable and excluded
children, particularly girls. The strategy strives to ensure that these target groups have the education
and skills they need to succeed in life and make a decent living. As supported by research, the
acquisition of essential personal, social and economic skills and assets for women and girls is one of the
clearest and most effective ways to break the inter-generational cycle of poverty.
Plan International’s advocacy work seeks to convince African governments to invest more in education
in order to: (i) allow more children, especially girls, to complete secondary education; (ii) provide safe
environments for children, especially girls, in conflict and emergency settings; and (iii) give young
people, especially young women, have the knowledge, skills and opportunities to access employment,
38
and to earn and manage money. The NGO has set up a few projects and programs such as in South
Sudan where it is running a program that increases girls’ access to education and supporting married
young girls to stay in school through ‘The Right to Choose Project’. It has also constructed hostels in
Malawi to ensure that girls do not have to walk long distances to and from home; in Tanzania, it has
partnered with the Ministry of Education and UNICEF to develop a Gender Responsive Education Sector
Plan for gender-sensitive policies, planning, and learning environments. Construction of toilet blocks for
girls is a standard element in Plan International School Improvement interventions.
Common challenges identified by participants:
• Gender inequalities: poverty and discrimination, household chores, reproductive role, early
pregnancies, child care, distance, fees, under performance, lack of sanitation facilities,
completion and transition rates, cultural biases
• Polices- re-entry after pregnancy;
• Violence in / on the way to school;
• Weak legal frameworks;
• Dual legal systems, insufficient resource allocation to support implementation of laws.
Common Opportunities
• Very clear evidence that investment in girls’ education is most effective way to break the inter-
generational cycle of poverty – strong economic reasons- transformative elements;
• There are now Opportunities to scale up/ Research and learn what works;
• Existence of Gender responsive policies, programs and plans that address re- entry access
programs, Satellite schools, Second chance education initiatives;
• Integration of gender in monitoring; gender disaggregated data;
• Community mobilization is real through the involvement of parents;
• Involvement in regional fora and dissemination of gender responsive models;
• Ongoing initiatives of promoting gender equity across all levels including adult and non-formal
education.
Recommendations for the region
• Integration of gender and inclusive education into national plans and budgets integrated into
national sector plans;
• Investment into changing social norms -Parental and community involvement;
• Gender responsive monitoring frameworks: Investment in data collection – count the girls and
most vulnerable groups.
39
GLOBAL AND REGIONAL COORDINATION AND MONITORING
UIS and UNESCO Headquarters provided participants with a presentation on the global and regional
architecture of the coordination and monitoring of the 2030 Education Agenda-SDG4.
From the outset, the presentation made it clear that the heart of implementation lies at the national
level as the Agenda was developed and owned by countries. Therefore, governments have primary
responsibility to deliver SDG4-Education 2030. The role of the global, regional and national partners is to
support/contribute to country-led action. UNESCO’s role is to lead and coordinate SDG4-ED 2030 by
supporting implementation and monitoring and reporting on progress.
The 2030 Education Agenda-SDG4 is supported by partnerships, structures and mechanisms whose
mandates and functions are worth knowing:
• SDG-Education 2030 Steering Committee;
• SDG4-ED 2030 co-conveners (UNESCO, UNICEF, UNDP, UNFPA, UNHCR, UN Women, WB, ILO)
• Collective Consultation of NGOs;
• Regional Partnership Groups;
• Sub-regional Partnership Groups;
• National coordination teams/partnership groups;
• SDG4 focal points.
For example, the SDG-Education 2030 Steering Committee has the mandate for (i) providing overall
strategic guidance, (ii) reviewing of progress, (iii) recommending key priorities and catalytic actions; (iv)
monitoring and advocating for adequate financing and (v) encouraging harmonization and coordination.
It is composed of 18 Member States representing each of the six regional groups. Africa is currently
represented by Benin, Kenya and Zambia.
With regard to the support provided to member states for the implementation of SDG4-related
priorities and targets, the following UNESCO organs are involved: UNESCO HQ, Institutes, Regional
Bureau, and National Offices. They work in close collaboration with other partners and provide the
following types of services:
• Country readiness survey: policy and data
• Unpacking SDG4 Guide; Roadmap tool; Mainstreaming SDG4 into policies and plans tool
(currently under dev.)
• National consultations and scoping;
• CapED in selected countries; capacity building
With regard to monitoring and reporting, SDG4-Education 2030 progress is monitored through:
• Global Education Monitoring Report;
40
• Technical Cooperation Group on SDG4 Indicators;
• Other initiatives such as the Global Alliance to Monitor Learning (GAML), inter-agency group on
education inequality indicators, SDG Digest, etc.
MOVING TOWARD A REGIONAL STATEMENT FOR A SDG4 REGIONAL
ROADMAP: the MINISTRIAL ROUNDTABLE
The Ministers of the Eastern African Region in attendance participated in a roundtable designed to
discuss and agree on the policy challenges and priorities for the implementation of SDG4 that
emerged from the both the national SDG4 roadmaps and the thematic panels. The discussions and
recommendations emanating from the roundtable were to be fed into the regional statement that
was being drafted.
The following priorities emerged from the Ministers’ discussion:
i. ECD is the most beneficial and most practical sub-sector in which to invest.
ii. The effectiveness of examination as a way of measuring learning outcomes should be revisited as
it drives away the focus from the acquisition of key skills and competencies to performance in
exams. However, removing exams all together could affect standardization and sending the wrong
signals.
iii. Rebranding TVET is an important policy endeavor. Much needs to be done to allowing students to
choose technical training instead of general education without feeling that they are choosing a
second-class education.
iv. There is an urgent need for common action at the regional levels as all the challenges reported
from thematic panels are the same.
v. This is time for action and donors, technical people and ministers should work together towards
the implementation of the 2030 Education Agenda at national and regional levels. The
opportunities do indeed exist as the political will and partners’ commitment is strong.
vi. There is need to strengthen the shared understanding and vision of the challenges and solutions
related to SDG4. Monitoring will be driven by the vision. There is need to come up with a strategy
within the three months—Results-based Management (RBM) is an important tool for ensuring the
capacity to manage the systems as policy guidelines exist.
vii. Financing education is a big challenge as a few countries have reached 30% of the national budget
but there are still issues that have not been covered. There is therefore need to have a clear vision
of what education and training should accomplish with regard to sustainable development.
41
viii. There is also need to shift the focus from negative pictures of education in Africa and focus on the
positive.
Forum Statement Following the roundtable, a draft statement of the Forum was tabled for review and agreement.
Suggestions for revision of the Statement were made and it was agreed that a revised statement will be
circulated right after the forum for further comments and approval (Appendix 2).
Closing of the Forum The High Commissioner of Canada in Tanzania provided the closing remarks of the Forum. He reiterated
the support of the technical and funding partners to countries of the region and indicated that the
passionate debate about the way forward and the Statement convinced him of the importance given at
the highest level to the implementation of the 2030 Education Agenda -SDG4. He thanked the
participants for their contributions to the meeting and wished them great success in the work to follow
the deliberations in Dar es Salaam.
42
APPENDICES
43
Appendix 1: Agenda of the Forum
DAY 2- February 15, 2017
Time
Session Chairing/facilitation Rapporteur
8.00-8.45 Registration of participants UNESCO
OPENING SESSION
9.00-9.40 Welcoming remarks
- H.E. Katarina Rangnitt,
Swedish Ambassador, United
Republic of Tanzania
Statements by co-conveners
- Mrs Victoria Akyeampong,
UNHCR Head, Regional Service
Center
- Mrs Ann Therese Ndong-Jatta,
Director, UNESCO Regional
Office for Eastern Africa
Keynote address by the guest of
honor
- Hon. Prof. Joyce Ndalichako,
Minister of Education, United
Republic of Tanzania
Chair: Mrs. Zulmira
Rodrigues, Head of
UNESCO Office,
Tanzania
-Member State
- UN
9.40-9.50 Presentation of objectives and
expected outputs/outcomes of the
forum (by the Chair)
9.50.10.30 Press Conference Government of
Tanzania
9.50-10.30 Tea break
INTERPRETING THE 2030 EDUCATION AGENDA-SDG 4 AT COUNTRY LEVEL
10.30-11.45 Presentation of National SDG4
Roadmaps matrixes (10 mn per
country)
- Tanzania
- Uganda
- Comoros
Chair: IIEP Deputy
Director
-Member State
- UN
44
- Djibouti
- Eritrea
- Ethiopia
- Kenya
15 mn Q/A
DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL RECOMMENDATIONS
(THEMATIC PANELS)
11.45-13.15 Two thematic panels in parallel
- Skills for work/literacy/lifelong
learning:
Panelists:
* Madagascar
* Comoros
* African Union
* AfDB
* UIL
- Education in Emergencies
Panelists:
* South Sudan
* Kenyatta University
* NRC
Chair: Minister of
Education; Djibouti
Facilitator: ILO
Chair: Minister of
Education, Somalia
Facilitator: UNHCR/EiE
Regional Working
Group
13.15-14.15 Lunch break
INTERPRETING THE 2030 EDUCATION AGENDA-SDG 4 AT COUNTRY LEVEL (Cont.)
14.15-15.40 Presentation of National SDG4
Roadmaps matrixes (10 mn per
country)
- Madagascar
- Mauritius
- Rwanda
- Seychelles
- Somalia
- South Sudan
- Zanzibar
15 mn Q&A
Chair: Minister of
Education, Eritrea
-Member State
- UN
15.40-16.00 Tea break
DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL RECOMMENDATIONS
45
(THEMATIC PANELS) (Cont.)
16.00-17.30 Two thematic panels in parallel
- Partnerships/financing education
Panelists:
* Uganda
* Ethiopia
* GPE
* Educate Global Fund (SDG
Philanthropy Platform)
- Global Citizenship Education
(GCED)/Target 4.7
Panelists:
* Kenya
* Somalia
* Interpeace
* FAWE
Chair: Minister of
Education, Mauritius
Facilitator: World
Bank/UNDP
Chair: Minister of
Education, South
Sudan
Facilitator: UNFPA
19.00 Dinner hosted by the Government
of Tanzania
DAY 2—February 16, 2017
Time
Session Chairing/facilitation Rapporteur
DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL RECOMMENDATIONS
(THEMATIC PANELS) (Cont.)
8.30-9.00 Monitoring the implementation of
the 2030 Education Agenda-SDG4
(UIS) (plenary session)
Chair: Mrs. Victoria
Akyeampong, UNHCR
Head, Regional Service
Center
-Member State
- UN
9.00-10.30 Two thematic panels in parallel
- ICT and Innovation in Education
Panelists:
* Seychelles
* GESCI
* KEPLER
* Open University of Tanzania
Chair: Minister of
Education, Comoros
Facilitator: UNESCO
46
- Teaching and learning
Panelists:
* Rwanda
* Uganda
* ADEA
* IICBA
Chair: Minister of
Education, Tanzania
Facilitator: UNESCO
10.30-10.45 Tea break
10.45-12.15 Two thematic panels in parallel
- Early learning/ECD/quality
learning outcomes: Panelists:
* Mauritius
* RTI (TBC)
* XPrize
* SACMEQ
* Africa Early Childhood Network
- Inclusion/gender equity:
Panelists:
* Eritrea
* Tanzania
* FAWE regional
* Plan International
Chair: Minister of
Education, Zanzibar
(TBC)
Facilitator: UNICEF
Chair: Minister of
State, President Office,
Tanzania (TBC)
Facilitator:
UNWOMEN
12.15-13.00 Report on the regional priorities
and recommendations from the
thematic panels (Rapporteurs
from each panel)
Chair: Mrs. Victoria
Akyeampong, UNHCR
Head, Regional Service
Center
13.00.14.00 Lunch break
47
MOVING TOWARD A REGIONAL STATEMENT FOR A SDG4 REGIONAL ROAMAP
(MINISTERIAL ROUNDTABLE)
14.00-15.15 - Highlights from regional
priorities/recommendations (from
regional analysis and thematic
panels and key questions (Chair of
session)
- Policy challenges and priorities for
the implementation of SDG4:
Ministers contributions to the
regional statement
Chair: Mrs. Ann
Therese Ndong-Jatta
(UNESCO)
-Member State
- UN
15.15-16.15 Tea break (for finalization of regional
statement)
CLOSING SESSION
16.15-17.00 - Adoption of the regional statement
(by Minister of Education, TBC)
- Vote of thanks (by Minister of
Education, TBC)
- Co-conveners
Chair: Minister of
Education, TBC
48
Appendix 2: Final Regional Forum Statement
Ministerial SDG4 Regional Forum for Eastern AFRICA 15-16 February 2017
Dar Es Salaam, Tanzania
Forum Statement
49
1. We, the Ministers of Education of Eastern Africa 1 , high-level government officials, representatives of the United Nations and bilateral and multilateral agencies, regional organizations, civil society organizations and other partners, have gathered for the Ministerial SDG4 Forum for Eastern Africa in Dar es Salaam on 15-16 February 2017. We thank the Ministry of Education, Science and Technology of the United Republic of Tanzania for hosting this important event.
2. Reaffirming our commitment to (i) the 2030 Agenda for Sustainable Development2 and its
17 SDGs which include SDG 4 on education, (ii) the Incheon Declaration3; and (iii) the Continental Education Strategy for Africa4 (2016-2025);
3. Commending the commitment of the SDG4 co-conveners (UNESCO, UNDP, UNFPA, UNHCR, UNICEF, UNWOMEN, the World Bank and ILO) to support the implementation and monitoring of Eastern African regional priorities and cooperation frameworks, as well as National Education Sector Plans (ESP) into which the SDG 4 Agenda has to be integrated.
4. Reaffirming commitment to the pursuit of quality lifelong learning as a fundamental human right and imperative for sustainable development, and recognising the need for country ownership of the SDG 4, we endorse taking forward the lessons learned and policy recommendations in national education roadmaps presented during this Forum, and are resolved to construct new education paradigms in developing human capabilities for inclusive growth, wealth creation, peace and security, to reap the benefits of the demographic dividend of this region.
5. Drawing on the SDG4 National Consultations recommendations, the SDG4 National Roadmaps and thematic panels of the Ministerial SDG4 Regional Forum, we endorse the following priorities for the region: (i) STEM and Skills for work Literacy/Lifelong learning; (ii) Education in Emergencies (EiE); (iii) Partnership/Financing education; (iv) Global Citizenship Education (GCED); (v) ICT and Innovation in Education; (vi) Teaching and learning; (vii) Early learning/Early Childhood Development/Quality learning outcomes; and (viii) Inclusion/Gender equality.
(Please see specific recommendations in annex).
1 Comoros, Djibouti, Eritrea, Ethiopia, Kenya, Madagascar, Mauritius, Rwanda, Seychelles, Somalia, South Sudan, Tanzania and Uganda. 2 Adopted at the United Nations Sustainable Development Summit in New York in September 2015. 3 Adopted in May 2015 and the SDG4-Education 2030 Framework for Action adopted at a high-level meeting alongside the 38th session of the General Conference of UNESCO in November 2015.
4 Adopted by African Heads of state within the framework of the African Union’s Agenda 2063;
50
Key priorities based on the principle of leaving no-one behind
Education in Emergencies (EiE) o Ensure that the needs of children and youth affected by emergencies and crisis
are addressed in National Education Sector Plans for both preparedness and response, in particular children and youth in most vulnerable situation (e.g. refugees, returnees, Internal Displaced People-IDPs, stateless Children, out of school children and youth, girls and children with disabilities).
o Cognisant of the commitments made at the Leaders' Summit on Refugees in New York on 20th September 2016, which gave birth to the Comprehensive Refugee Response Framework led by the United Nations, components of which would assist both the refugees and host-community children in refugee-hosting countries, encourage the inclusion of refugee education in the Education Sector Plans, programs, budget and monitoring systems.
Global Citizenship Education (GCED) o Integrate principles of Education for sustainable development (ESD) and global
citizenship education (GCED) in national curricula and teacher training, in order to (i) promote the development of values, attitudes and skills that are necessary for sustainable lifestyles, and peaceful and inclusive society with happy people living harmoniously; (ii) plan and implement teacher training on the basic requirements and standards to address the specific needs of crisis-affected children.
Inclusion/Gender equality o Address through policy and laws all forms of exclusion and discrimination,
disparities and inequalities in and through education (e.g. development of national out-of-school strategies within existing policy frameworks, including interventions to engage all stakeholders in advocacy campaigns to boost enrolment of the disadvantaged and most vulnerable children and those with disabilities); take measures to address data gaps, monitoring the situation of out-of-school children and youth; Advocate for the importance of gender equality and women’s empowerment for sustainable development addressing multiple demand-side as well as supply-side barriers by undertaking affirmative action in favour of girls, especially adolescent girls.
6. In support of the implementation of these recommendations, we recommend the creation of a Framework for Regional Cooperation to promote intra and inter-country collaboration, through:
i. Establishing a coordinated support strategy - that is based on an agreed-upon Results Framework with key performance indicators and targets to measure progress in regional cooperation (Regional roadmap matrix).
51
ii. Mobilising technical and financial partners, including partners in the private sector, to operationalize the regional support strategy through such mechanisms as a pool of technical and financial fund for targeted cross-border capacity development as reflected in the regional analysis.
iii. Prioritising areas for systems-level capacity development, such as (i) government-driven development of a sector-wide National Strategy for the Development of Education Statistics (NSDES) and data platform, (iii) government-led mutual accountability mechanisms to coordinate and harmonize multi-partner sector dialogue.
iv. Promoting and expanding fora for better collaboration among government, sector working groups/Local Education Groups, multi- and bi-lateral organizations civil society and the private sector; and promoting active participation of young people at all levels.
v. Organizing periodic high level policy fora and review opportunities for national experts and SDG 4 Focal Points.
vi. Undertake assessments and analysis of progress towards achieving the SDG 4 targets as integrated into national education sector plans (every two-three years);
vii. Taking measures to address data gaps (e.g. monitoring the situation of out-of-school children and youth).
ANNEX
REGIONAL PRIORITIES AND RECOMMENDATIONS
Skills for work and Life
Initiate policy and curricula reform to rebrand and revive TVET, through: a competency-based, market-
driven skills development framework and quality assurance system which prioritizes higher order
thinking skills (i.e. transferable skills or soft skills); and clearly links basic, post-basic and non-formal VET
to offer multiple pathways for lifelong learning.
Strengthen youth and adult education and literacy policies, providing flexible learning pathways and
recognition of outcomes of non-formal learning.
ICT and Innovation in Education
Use ICTs to promote and accelerate access to education (including for IDPs, refugees and stateless
persons), transition, and skills for job creation; promoting quality at the centre of Open Distance
Learning (ODeL) and blended learning models; at school level, integrating ICTs in an holistic school based
approach for learning and management; and at regional level, exploiting a Regional ICT Hub to provide
52
affordable technical and pedagogical consultations and guidance for member countries to access on a
needs basis.
Teaching and learning
Put in place comprehensive teacher policies for the revitalisation of the teaching profession, which lead
to child-centred and inclusive teaching methods, including the use of ICTs, that result in learning for all.
Develop: i) multi-level national assessment frameworks, including for relevant adult literacy and
numeracy proficiency levels ii) pre-service and in-service training for teachers and non-formal education
facilitators in classroom-based continuous assessment; and iii) capacity development for school-based
quality assurance teams.
Early learning/Early Childhood Development/Quality learning outcomes
Increase access to quality public ECD by investing in public provision and partnership with the private
sector. Professionalize ECD staff and address the multidimensional needs of young children to ensure
their school readiness.
Partnership/Financing education
Increase funding for education to meet the benchmarks of at least 4 to 6 percent of gross domestic
product and/or at least 15 to 20 percent of total public expenditure allocated to education.
53
Appendix 3: List of Participants
1. Ministers of Education or representatives; SDG 4 Focal Points and National Commission Secretary General or representatives
N Country Name Designation
1 Comoros Mr. Said Abdou Representing the Minister Secretary General - Ministry of Education
2 Mr. ISSIHAKA MDAHOMA SDG 4 representative Coordinator of projects – Ministry of Education
3 Mr. SAID ABDOU Abdou Ahamada National Commission Secretary General
4 Djibouti Hon. Moustapha Mohamed Mahamoud Minister of Education and Vocational Training
5 Mrs. MADINA MOHAMED ROBLEH SDG 4 Focal Point
6 Mr. Isman Ibrahim Robleh National Commission Secretary General
7 Ethiopia Mr. Mezegebu Biazen Representing the Minister
8 Mr Mebratu Berhan Berhe National Commission Secretary General
9 Kenya Mr. Darius Mogaka Representing the MOE Cabinet Secretary Director Policy Partnership and East Africa Community Affairs
10 Mr. Elijah Mungai SDG 4 Focal Point
11 Mrs. Evangeline Njoka National Commission Secretary General
12
Mary Kang'ethe KNATCOM Deputy Director Global Education Priorities and SDGs officer in charge
13 Madagascar Mrs. Fanjamboahangy Ratsimisetra Representing the Minister of Education and National Commission Secretary General
14 Professeur Jean Louis Hanitrala RAKOTOVAO
Representing the Minister of High Education
15 Mr. Andrianalizandry Joel Sabas SDG4 Focal point Minister of Education
16 Mr. Rivo Rakotozafy SDG4 Focal point Minister of Higher Education
17 Mrs. Sahondra Lalao Olga Ranaivoson
Representing the Minister for Technical and Vocational Education Training (TVET) and SDG 4 Focal Point
18 Mauritius Hon. Leela Devi Dookun Luchoomun Minister of Education
19 Mrs. Mayadevi Soonarane Director, International Relations and Strategic Planning & Reforms, Ministry of Education
20 Mrs. Aneeta Ghoorah SDG4 Focal and National Commission Secretary General
21 Seychelles Mr. Alex Souffe Representing the Minister
22 Mrs. Vicky Gendron National Commission Secretary General
23 Somalia,
Hon. Abdulkadir Abdi Hashi Minister of Education
24 Mr. Ahmed Yussuf SDG4 Focal point FGS
25 Mr. Hussein Abdi Ali (Badhaani) SDG4 Focal point Somaliland
26 Mr. Jama Abdi Bulshale SDG4 focal point Puntland
54
27 South Sudan
Hon. Deng Deng Hoc Yai Minister of General Education and Instruction
28 Mr. Victor Dut Chol SDG4 focal point
29 Uganda Hon. Minister of State Rosemary Nansubuga Seninde
Minister of Education & Sports
30 Mr. Cuthbert Mulyalya SDG4 focal point
31 Mrs. Rosie Agoi National Commission Secretary General
32 Eritrea Hailu Asfaha Representing the Minister of Education - SDG4 focal point
33 Tanzania Hon. Joyce Ndalichako Minister of Education
34 Ms. Hilda Mkandawile SDG4 focal point
35 Dr. Moshi M. Kimizi National Commission Secretary General
2. Co-Conveners
N NAME TITLE ORGANIZATION
1 Shiraz Chakera Education Specialist (Quality) UNICEF
2 Victoria Akyeampong Regional Service Center (RSC)–Head UNHCR
3 Martha Hewison AE Global Advisor UNHCR
4 Emily Lugano Snr. Regional Education Officer UNHCR
5 Chansa Kapaya Country Representative UNHCR Tanzania
6 James Onyango Education Officer UNHCR Kibondo – Tanzania
7 Emilie Miller Associate Protection Officer UNHCR Tanzania
8 Anne Triboulet Snr. Protection Officer UNHCR Tanzania
9 David Kinyere Jada Education Officer UNHCR South Sudan
10 Mary Hanlon Associate Education Advisor UNHCR Uganda
11 Yemane Ghebreweld Snr. Protection Assistant UNHCR Eritrea
12 Girma Yadeta Education Officer UNHCR Ethiopia
13 Samia Abdoulkarim Abdallah Snr. Protection Assistant UNHCR Djibouti
14 Florian Hoepfner Protection Officer UNHCR Rwanda
15 Margaret Njayakio Assistant Education Officer UNHCR Kenya
16 Dr Majaliwa Marwa Youth Focal Point UNFPA Tanzania
17 Christine Mwanukuzi Representing UNFPA Deputy Representative UNFPA Tanzania
19 Maria Karadenizli Country Representative UNWOMEN Tanzania
20 Mehjabeen Alarakhia National Officer UNWOMEN Tanzania
21 Awa Dabo Country Representative UNDP Tanzania
22 Amon Manyama UNDP Tanzania
23 Rogers Dhilwayo UNDP Tanzania
24 Charlotte Goeman ILO Tanzania
25 Albert Okal National Officer ILO Tanzania
26 Ayoub Kafyulilo UNICEF Tanzania
27 Audax Timhida UNICEF Tanzania
28 Cecilia Baldeh Education Chief UNICEF Tanzania
29 Pantalee Kapichi Education Specialist UNICEF Tanzania
30 Kaboko Nkahiga World Bank
31 Cornelia Jesse World Bank
3. Other UN Agencies:
N NAME TITLE ORGANIZATION
1 Qasim Sufi Chief of Mission in Tanzania IOM Mission in Tanzania
55
4. Partners
N NAME TITLE ORGANIZATION
1 Ludovic Signarbieux Senior Education Specialist – Country Support Team GPE
2 Victoria A. Egbetayo Partnership & Advocacy Specialist Southern Partnerships and External Relations
GPE
3 Dora Lumasia Education Assistant FAWE
4 Neema Kitundu National Coordinator FAWE Tanzania
5 Dr. Zubeda Tumbo Masabo FAWE Tanzania
6 Prof. Penina Mlama Former Executive Director. FAWE Tanzania
7 Roland Angerer Director, Eastern and Southern Africa Regional Plan International
8 Mercy Kabangi Regional Communications Specialist Plan International RESA
9 Zena Amury Head of Education Plan International Tanzania
10 Cathleen Sekwao Coordinator TENMET Tanzania Education Network
11 Mary Sichangi Coordinator of the Inter-Country Quality Node on Mathematics and Science Education
ADEA
12 Joyce J. Msolla Project Manager, African Digital Schools Initiative (ADSI) GESCI
13 Lynette Okeng’o Executive Director African Early Childhood Development Network
14 Sandrine Henton Investment Director Educate Global Fund
15 Josephine Gitome Director Kenyatta University, Centre for Refugee Studies & Empowerment
16 Carrie Ellett Chief Operating Officer Kepler
17 Matt Keller Senior Director Global Learning XPRIZE
18 Dr Felix Mulengeki Senior lecturer in education, Coordinator the UNESCO supported Master of Education in curriculum design and development
Open University of Tanzania
19 Mr Pacifique Borauzima DRC Programme Manager Interpeace
20 Immaculée Mukankubito Never Again Rwanda Director of Operations Interpeace
21 Jonathan Stern Senior Research and Evaluation Specialist International Education
Research Triangle Institute
22 HAMISI SEIF SIMBA Senior Social Development Specialist African Development Bank
23 Alberto Begue Education Researcher Action Aid
24 Seme Nelson Lomele Project Support Officer Finn Church Aid
25 John Kalage Executive Director
Hakielimu
26 NZAMBIMANA Didace Assistant of the Minister of Public Service, Labor and Employment
Burundi Ministry of Labour
27 BARIMWABO Mahias Advisor of the Minister of Public Service, Labor and Employment
Burundi Ministry of Labour
28 Abid Mallick Director Aga Khan
29 Schmidt Amy Director Programme Development and Quality Save the Children
30 Tanya Zebrott Representative DFID
31 Margareth Mliwa Country Director Restless Development
56
5. UNESCO
N NAME TITLE OFFICE /ANTENNA
1 Ann Therese Ndong-Jatta Director UNESCO Nairobi UNESCO Regional Office
2 Marina Patrier Programme Specialist; Coordination Education Sector
UNESCO Regional Office
3 Louise-Agnes Mackongo Liaison Officer UNESCO Regional Office
4 Virginia Ntheketha NPO for Education UNESCO Regional Office
5 Scheherazade Feddal Consultant ED UNESCO Regional Office
6 Hamidou Dodo Boukary Consultant ED UNESCO Regional Office
7 Elmi Idris Program Coordinator UNESCO Djibouti Antenna
8 Demissew Lemma Consultant UNESCO Ethiopia
9 Raymondine Rakotondrazaka Program Coordinator UNESCO Madagascar Antenna
10 Peter Wallet Project Coordinator UNESCO Rwanda
11 Viola Muhangi Kuhaisa Programme Coordinator Somalia UNESCO Somalia
12 Saluwen Sanya NPO for Education UNESCO South Sudan
13 Victoria Kisaakye Programme Coordinator Uganda UNESCO Uganda
14 Alice Ochanda NPO for Science and Gender UNESCO Regional Office
15 Jaco Du Toit Advisor CI UNESCO Regional Office
16 Abdul Rahman Lamin Programme Specialist - SHS UNESCO Regional Office
17 Karalyn Monteil Programme Specialist - CUL UNESCO Regional Office
Tanzania
32 Dianarose Leonce Community Officer AfriYAn (Youth Org)
33 Dr Meja Kapalata Representing SG Tanzania Secretary General Trade Union Congress (TUCTA)
34 Mr Lubuva Representing Secretary General Tanzania Teachers Union
35 Jessica Louis-Lopez Education Officer USAID
36 Arthur Mattli Ambassador
Swiss Embassy to Zambia
37 Mr Hiroyuki Kubota Deputy Chief of Mission Japanese Embassy
38 Mr Gao Wei Cultural Counselor Chinese Embassy
39 Susan Steffen Representing High Commissioner
Canadian High Commission
40 Alice Birnbaum Education Sector Head
Canadian High Commission
41 Marie Kaarstad Ambassador Norwegian Embassy
42 Mr Jon Heikki Aas Counsellor Norwegian Embassy
43 Joonsung Park
Representing Ambassador - Director of Korean International Cooperation Agency
Korean International Cooperation Agency
44 Ms Della Shin
Korean International Cooperation Agency
45 Katarina Rangnitt Ambassador Swedish Embassy
46 Idda Mlay Representative TENMET
47 Ummi Ndeliananga Chair SHIVYAWATA
48 Cuthbert Kimambo University of Dar es Salaam
57
18 Criana Connal Consultant ED UNESCO Regional Office
19 Mrs. Yumiko Yokozeki Director IICBA
20 Mr. Paul Coustère Deputy Director IIEP
21 Mr. Marc Bernal Regional Advisor, Africa IUS
22 Mrs. Angela Owusu-Boampong Programme Specialist IUL
23 Mrs. Margaret Sachs-Israel Programme Specialist HQ: ED/ESC/PCR
24 Mrs. Carolyn Medel-Anonuevo Senior Programme Specialist UNESCO Harare
25 Mrs. Zulmira Rodrigues Director UNESCO Dar Es-Salaam UNESCO Dar Es-Salaam
26 Mrs. Faith Shayo NPO for Education UNESCO Dar Es-Salaam
27 Ms. Ayisha Jessa M&E Specialist UNESCO Dar Es-Salaam
28 Mr. Spencer Bokosha Finance and Administrative Officer UNESCO Dar Es-Salaam
29 Ms. Mairead de Faoite Gender and Human Rights Specialist UNESCO Dar Es-Salaam
30 Ms. Ana Carolina Gonçalves Project Officer UNESCO Dar Es-Salaam
31 Ms. Luiana Temba CI Programme Assistant UNESCO Dar Es-Salaam
32 Mr. Mathias Herman National Professional Officer HIV/AIDS UNESCO Dar Es-Salaam
33 Mrs. Jennifer Kotta Project Officer UNESCO Dar Es-Salaam
34 Mr. Justin Mori Programme Assistant UNESCO Dar Es-Salaam
35 Mr. Adam Chacha Programme Assistant UNESCO Dar Es-Salaam
36 Mrs. Nancy Kaizilege Programme Officer UNESCO Dar Es-Salaam
37 Mrs. Nádia Marques Project Officer UNESCO Dar Es-Salaam
38 Ms Rehema Sudi Project Officer UNESCO Dar Es-Salaam
39 Ms Myoung Su Ko Project Officer UNESCO Dar Es-Salaam
40 Mrs. Rahma Islam Administrative Assistant UNESCO Dar Es-Salaam
41 Mr. Kelvin Kunzugala Administrative Assistant UNESCO Dar Es-Salaam
42 Ms. Linda Madete Administrative Assistant UNESCO Dar Es-Salaam
6. Tanzanian Government Officials
N NAME TITLE ORGANIZATION
1 Eng. Stella Manyanya Deputy minister MoEST
2 Maimuna Tarishi Permanent Secretary MoEST
3 Dr. Leonard Akwilapo Deputy Permanent Secretary MoEST
4 Nicholaus Bureta Commissioner for Education MoEST
5 Sara Mlaki Director for Primary Education MoEST
6 Pauline Mkonongo Director for Sec. Education MoEST
7 Sylivia Temu Director for Higher education MoEST
8 Basiliana Mrimi Director for Teacher Education MoEST
9 Thomas Katebalirwe Director for Tech. and Voc.Train. MoEST
10 DR. E.C.Shirima Director for Quality assurence MoEST
11 Basilina Levira Director for Adult&Non Formal Ed. MoEST
12 Gerald Mweli Director For Policy &Planning MoEST
13 Magdalene Mmbando Director for International Relations MoEST
14 Mwasu Sware Head of Government Comm. MoEST
15 Eliya Kibga Executive Director TIE MoEST
16 Dr. Charles Msonde Excecutive Secretary NECTA MoEST
17 Dr. Fidelis Mafumiko Director for Institute of Adult Ed. MoEST
18 Dr. Mwangeni Executive Secretary TCU MoEST
58
19 Makuru Petro Assistant Director MoEST
20 John Senzige Sector Coordination MoEST
21 Geofrey Meena Ag. Executive Secretary NACTE MoEST
22 Dr. Mbwambo Representative MoEST
23 Dr. Kokuberwa Katunzi Representative MoEST (TCU)
24 Prof. Emmanuel Nyanlevel Representative MoEST
25 Dr. Godfrey Mnubi Representative MoEST (IAE)
26 Upendo Sianga MoEST
27 Fadhila Muhanga MoEST
28 Joyce Jones MoEST
29 Arodia Katunzi MoEST
30 Moku Fatuma MoEST
31 Dionice Lukweme MoEST
32 Emmannuel Mukankubiro MoEST
33 Hilda Bukozo MoEST
34 Osca Ngenzi MoEST
35 Edward Alise MoEST
36 Deogratius Wenga MoEST
37 Robert Swai MoEST
38 Eng. Dr. G. Modu MoEST (NACTE)
39 Clara Kihombo MoEST (NACTE)
40 John Nchimbi MoEST (NECTA)
41 Khalfan M. Kabiki MoEST (NECTA)
42 Duah John MoEST (NECTA)
43 Oliva Kaso MoEST
44 Eng Enock Kayani MoEST
45 Sitta Peter VETA
46 David Edward VETA
47 Dora Tesha VETA
48 Mr. Harrison Mseke Director of the Refugee Services Department Ministry of Home Affairs
49 Dr Siston Masanja Principal ADEM
50 Bernard Makali Deputy Permanent Secretary PO-RALG
51 Juma J. Kaponda Director for Education Administration PO-RALG
52 Riziki Juma Minister Ministry of Education Zanzibar
53 Khalid Masoud Wazir Director of Policy and Planning Ministry of Education Zanzibar
54 Bakari Ali Silima Ministry of Education Zanzibar
55 Fatma Iddi Ali Ministry of Labour Zanzibar
56 Sikudhani Chikambo MP Government URT
57 Zitto Kabwe MP Government URT
58 Susan Lyimo MP Government URT
59 Peter Serukamba MP Government URT
