UNICEF Education Strategy (2019-2030) Presentation to support Strategy Consultation February 11 – March 10, 2019 0
Structure of Presentation 1. Why does UNICEF need a new Education Strategy? 2. Process for developing the Strategy 3. Challenges in global education 4. Global context for children 5. Overview of the Strategy & Questions for Consultation 6. Summary of Questions for Consultation 1
1. Why does UNICEF need a new Strategy? UNICEF ’ s previous Education Strategy spanned 2006-2015 new Strategy ( 2019-2030 ) will align with the SDGs , particularly SDG4 take into account UNICEF ’ s role in the landscape of UN reform , the changing education architecture & new partnership landscape consider new evidence and emerging trends , and identify stubborn challenges that require greater focus & innovation purpose of the Strategy is to provide a vision & strategic framework for the key priorities of UNICEF ’ s work in education to 2030, allowing for flexibility at country-level to be led by country context & local education needs communicates the importance that UNICEF accords to education and its ambition in delivering with partners the Education & other SDGs communicates strategic shifts in UNICEF ’ s support to education for the period to 2030 2
2. Process for developing the Strategy led by UNICEF HQ Core Team ; support from the Regions 3 core inputs: (i) Data & Analytics , (ii) Survey , (iii) Consultations - best evidence to - Data & Analytics anchor the Strategy Compendium Data & - process to - internal Options Analytics engage internal & Papers on external debate emerging issues - views on - 279 respondents UNICEF ’ s work to - feedback date Survey summarised in - views on Consultation draft priorities for of Strategy Strategy - establish internal - will run 11 Feb to reference group 10 March Consultations - internal and - Toolkit to support external distributed external consultations Consultations 3
3. Challenges in global education Despite progress, 262 million primary and secondary age children (130.4 million girls and 131.4 million boys) are not in school , including 75 million in conflict affected EQUITABLE countries In low income countries, 90% ACCESS of adolescents in the poorest quintile have never attended, At least 175 million pre-primary have dropped out, or are still in age children (85 million girls primary school and even in and 90 million boys) are not in high income countries it is the pre-primary education case for 40% of them LEARNING & SKILLS 4
4. Global context for children To reach universal access by 2030, globally we need 5.7 times more pre-primary places; 1.1 times more Demographics primary places; and 2 times more secondary places. In least developed countries, only ICTs 14% of women and 21% of men are using the internet Based on current trends, 76% of jobs in low income countries will be in the informal economy and 62% Jobs of jobs in lower middle income countries More than 75 million children aged 3-18 need education support in 35 crisis-affected countries. Increasing numbers of refugees, attacks on Humanitarian schools, and adverse impacts of climate change 5
5.1 Overview of the Strategy (Strategic Framework) Question 1. Overall : are the proposed vision, goals and programmatic approaches articulated in clear and compelling way? UNICEF Education Strategy (2019-2030 ) Every child learns Vision Girls and boys, in particular the most marginalized and those affected by humanitarian situations, are provided with inclusive and equitable quality education and learning opportunities Child Rights (CRC, CRPD +) Sustainable Development Goals 2030 Framework for Action EQUITABLE ACCESS LEARNING & SKILLS Leave no child behind : Every child learns : ensuring access to education from early Goals prioritising foundational skills (e.g. basic childhood to adolescence, with a focus on literacy & numeracy), transferable skills the poorest, displaced & refugee (e.g. critical thinking, problem-solving, communities, ethnic minorities, girls, creativity) and digital literacy children with disabilities Programmatic Approaches System Community Service Data & Comms Evidence Strengthening Engagement Delivery & Advocacy Enablers Financial Resources Human Resources Partnerships Innovation 6
Enabling environment for learning (Conceptual Framework) 7
5.2 Overview of the Strategy (Priorities & Strategic Shifts) Question 2. Priorities and Strategic Shifts : do you agree with the priorities put forward in the Consultation draft of the Strategy, also described as Strategic Shifts? DO BETTER DO MORE OF (Strategic Shifts) Pre-primary Primary and Education for marginalized adolescents secondary Learning (foundational skills + transferable skills + measurement) Inclusion & Equity Inclusive Education & Disability (including girls) Humanitarian (more Gender Equality focus on learning) Systems strengthening (inc. pro-poor public expenditure) Education sector Digital Learning Data & Evidence analysis & planning The ‘ how ’ of the Strategy The ‘ what ’ of the Strategy 8
5.3 Overview of the Strategy (Risks) Question 3. Risks : do you agree with the identification of risks, and mitigation measures to address them? Risk Mitigation measures Equitable Access : insufficient government and donor Expand UNICEF work downwards to pre-primary education focus on building out pre-primary education and education and upwards to secondary education, while maintaining a core pathways for marginalized adolescents. Government focus on primary. Strengthen disaggregated government data EMIS do not track the participation of vulnerable groups. systems as a regular component of UNICEF assistance. Learning & Skills : UNICEF-supported programmes – Systematically measure learning in all UNICEF-supported both direct service delivery and support to governments – education activities, direct and indirect. Support the alignment support the expansion of inputs alone, with no impact on of all inputs and actors in the education system to support learning. learning. Financial Resources : insufficient funding for global Global advocacy in partnership with others. Diversify UNICEF education and for UNICEF education activities. funding base; demonstrate results. Human Resources : insufficient UNICEF staff for effective Recruit more staff for education in emergencies; invest in emergency response; staff capability not aligned to needs. education staff capability (particularly data & evidence, sector planning and policy dialogue). Partnerships : UNICEF’s strategy, culture or systems Invest leadership and staff time and financial resources in retreat into bilateral programming. UNICEF’s impact or strategic partnerships. Focus on impact and maintain / grow brand value diminishes. brand value. Innovation : innovation is pursued for innovation’s sake, Enforce clear criteria for investing in innovation, including without measurement of outcomes, or at the expense of value-add, cost-effectiveness, total cost of ownership, core programming priorities. ICT-enabled innovations measurement of learning and assessing opportunity costs. exacerbate inequities. Focus on the poorest and most vulnerable children. 9
6. Summary of Questions for Consultation 1. Overall : are the proposed vision, goals and programmatic approaches articulated in clear and compelling way? 2. Priorities and Strategic Shifts : do you agree with the priorities put forward in the Consultation draft of the Strategy, also described as Strategic Shifts? 3. Risks : do you agree with the identification of risks, and mitigation measures to address them? 10
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