S T R A T E G I C A N D O P E R A T I O N A L P L A N

Transcription

1 S T R A T E G I C A N D O P E R A T I O N A L P L A N This strategic and operational plan defines the goals, priorities and operational structure and governance of the Right to Education Project (RTE) for the period This plan will be reviewed annually by the RTE Steering Committee, and a new strategic plan will be outlined for the period starting The plan is divided into four sections. A second section defines RTE s strategic goals for These goals outline what RTE will accomplish over the next three years. The substantive areas of work RTE will focus on are described in a second part which identifies four priority areas RTE will work on. These two parts overlap and do not add up; they present two perspectives on the same work. Table II in annex shows the coherence between the strategic goals and the priority areas. CONTENTS I. Vision and Mission Statement... 2 Vision... 2 Mission... 2 Principles... 2 Who we are... 2 II. Strategic goals... 4 GOAL 1: BUILDING BRIDGES BY SHARING INFORMATION... 4 GOAL 2: GENERATING TOOLS AND ANALYSIS TO ADVANCE THE RIGHT TO EDUCATION KNOWLEDGE AND PRACTICE... 5 GOAL 3: DEVELOPING CAPACITIES on the right to education... 5 GOAL 4: STRENGTHENING THE ORGANISATIONAL CAPACITY... 6 III. Priority areas... 7 PA 1. Right to education indicators... 7 PA 2. Privatisation in education... 7 PA 3. Millenium development GOALS / education for all goals Post PA 4. Secondary areas, Responsive work and future priorities... 8 IV. Structure & Governance Management - hosting Steering Committee RTE Advisors V. Annexes I. Goals and objectives Summary table II. Coherence between strategic goals and priority areas Right to Education Project Strategic and Operational Plan P a g e

2 I. VISION AND MISSION STATEMENT VISION Our vision is of a world in which human rights in, to and through education are realised - A world in which all people are empowered to know and claim their rights affecting education and where those with responsibility are held to account for the realisation of those rights. MISSION The Right to Education Project (RTE) promotes mobilisation and accountability on the right to education and builds bridges between human rights, development and education. We generate and share research and implementation tools to empower education actors to advocate for the right to education. PRINCIPLES Human rights are universal, indivisible, interdependent and interrelated, and are enshrined in international law. The right to education is a civil, cultural, economic, political and social right. RTE draws on the full range of international instruments with a particular focus on the International Covenant on Economic, Social and Cultural Rights and the Convention on the Rights of the Child, promoting their implementation at the national level. The right to education applies to both children and adults. RTE embraces a comprehensive definition of the right to education which includes formal and non-formal education, including early childhood, primary, secondary and vocational training and higher education. RTE draws inspiration from the 4 A Framework enshrined in international law, which states that the right to education should be Available, Accessible, Acceptable, and Adaptable. RTE promotes a human rights based approach incorporating the principles of Participation, Accountability, Non-Discrimination, Empowerment and Link to the Human Rights Legal Framework. RTE works through collaborative partnerships aimed at empowering right to education advocates and bridging the disciplines of human rights, development and education. Real change in people s lives comes from the mobilisation of local individuals and communities. RTE works as a catalyst for change, uncovering new ideas and solutions and motivating people to work with us to take action for themselves. RTE values diversity and works in a global, multi-cultural, and inclusive environment. WHO WE ARE Right to Education Project Strategic and Operational Plan P a g e

3 The Right to Education Project was established in 2000 by the then UN Special Rapporteur on the Right to Education, Dr Katarina Tomaševski, and re-launched in 2008 as an initiative supported by ActionAid International, Amnesty International and the Global Campaign for Education, which make up RTE s Steering Committee. RTE collaborates with a variety of right to education actors through formal and informal partnerships, including international non-governmental organisations, intergovernmental organisations, development agencies, global forums and networks, national and community-based organisations, regional and national education coalitions, national human rights institutions, unions, and academia. RTE builds bridges between the disciplines of human rights, development, and education bringing information, analysis and legal tools to a wide range of right to education actors. Our work is based in international human rights law, to ensure its implementation at the national and local level. We promote a human rights based approach to the process and the outcomes of education interventions. A human rights based approach emphasises participation of people in decisions which affect their lives; the accountability of duty bearers to respect, protect and fulfil their legal obligations; non-discrimination and the prioritisation of those who are the most marginalised; empowerment of people to know and claim their rights; and legality - an explicit recognition and application of human rights law. This approach, commonly known as PANEL, has been adopted by the United Nations. Central to RTE s work is the 4A framework which has shaped how the right to education is viewed and understood. The 4 As outline that the right to education should be available, accessible, acceptable, and adaptable. The 4 As operationalise both the obligations of duty-bearers and the entitlements of rights-holders. Right to Education Project Strategic and Operational Plan P a g e

4 II. STRATEGIC GOALS RTE will have three substantive goals and one organisational goal over this planning period. These goals strike a balance between building on RTE s existing strengths and exploring new opportunities to realise RTE s vision and mission. A summary table in Annex II summarises these goals, with their objectives and a list of example activities. GOAL 1: BUILDING BRIDGES BY SHARING INFORMATION Become the central resource for diverse actors to access key tools and contemporary discussions on the right to education. OBJECTIVES 1. A. Regularly monitor both education and human rights developments affecting the right to education. 1. B. Share relevant information to a wide range of actors and become the reference point for information on the topic. 1. C. Strengthen a growing community of practitioners advocating for the right to education, proactively engage with strategic actors on the right to education, and facilitate online discussion. KEY ACTIVITIES Revamp the RTE website to update and modernise the structure and interface and to make it more interactive. The new website will feature: o News and stories, including case studies and success stories o Practical tools and resources, primarily from RTE but also from others o An interactive interface to facilitate discussions o Integration of social media (Facebook, Twitter, etc.) into the website, which will be linked to an expansion of RTE s social media activity o Expert contributions on strategic topics Produce a regular e-bulletin, which includes the latest developments on the right to education and highlights relevant stories, links and opportunities for right to education actors Maintain up-to-date databases Diffuse timely and relevant information on thematic issues affecting the right to education, including human rights education and disability, and provide links to others working in these areas Right to Education Project Strategic and Operational Plan P a g e

5 GOAL 2: GENERATING TOOLS AND ANALYSIS TO ADVANCE THE RIGHT TO EDUCATION KNOWLEDGE AND PRACTICE Add value to the understanding of the right to education through producing practical and strategic resources aimed at influencing key education debates and popularising a human rights based approach. OBJECTIVES 2. A. Provide accurate and constructive human rights analysis on strategic global education issues. 2. B. Produce a series of practical tools aimed at popularising and operationalising the right to education. 2. C. Update RTE s existing research and tools. KEY ACTIVITIES Develop practical tools to operationalise the indicators (e.g., users guide for how to use the indicators, web sub-site) Generate policy briefs providing human rights analysis of strategic global education issues Produce country factsheets to build capacities of national advocates to analyse education law and policy Produce analytical tools for reviewing national education plans Formulate guidelines to support the inclusion of the right to education in existing and future constitutional review processes Create other resources designed to support RTE s partners, which may include research, analysis, campaigning tools, assessment or monitoring tools, etc. Promote and participate in relevant international consultation processes related to the priority areas identified by RTE GOAL 3: DEVELOPING CAPACITIES ON THE RIGHT TO EDUCATION Facilitate online and face-to-face capacity development of RTE s diverse constituencies on understanding of the right to education. OBJECTIVES 3. A. Add right to education expertise to trainings and workshops organised by RTE partners. 3. B. Support key partners with practical guidance on RTE tools and resources and run trainings designed to popularise and implement these tools where funding can be secured. 3. C. Produce low-cost, general training materials to be used through online distribution. KEY ACTIVITIES Right to Education Project Strategic and Operational Plan P a g e

6 Develop adaptable training modules (2 days, 3days, and 5 days) that can be offered to education actors Create online courses and modules for targeted audiences to operationalise RTE s tools and resources (e.g., indicators) Produce how-to guides using YouTube Design a general training manual as an online resource Provide technical support to partners on constitutional reviews, legislation, policies, as well as the application of RTE resources GOAL 4: STRENGTHENING THE ORGANISATIONAL CAPACITY Strengthen the organisational capacity of RTE to carry out its mission. OBJECTIVES 4. A. Establish good connections with strategic institutions, including international governmental organisations, academic institutions, international non-governmental organisations, trade unions, networks, and others. 4. B. Strengthen and diversify funding for greater sustainability. 4. C. Develop and strengthen RTE's governance and structure to support the strategic plan and increased accountability and autonomy. KEY ACTIVITIES Establish continuous and institutionalised relations with a few key organisations influencing the right to education, such as UNESCO, UNICEF, the UN Special Rapporteur on the right to education, and UN treaty bodies Establish relationships with civil society organisations, in particular the regional and national education coalitions Seek additional donors and increase the number of funding proposals to expand the scope and quality of RTE s work Consider additional formal partnerships Run successful Steering Committee meetings Tap into expertise through RTE s Advisors Ensure adequate staffing resources Review the existing strategic plan annually, prepare the next strategic plan, and develop a long term vision Right to Education Project Strategic and Operational Plan P a g e

7 III. PRIORITY AREAS In order to most efficiently realise its vision and mission, RTE will focus its work on a set of priority areas (PA) over the planning period. These priorities have been decided taking into account to the following criteria: Where it is strategic and RTE can provide an added-value and impact Where an environmental analysis shows that additional work is needed Where RTE s resources can be most optimally utilised Where there is a good link with partners Where the work can be sustainable and funding is likely to be available. Accordingly, not all areas have the same degree of priority. PA 1 (right to education indicators) will be an overarching priority, underpinning the rest of RTE s work. A few selected secondary priority areas (PA 4) have also been identified and will be integrated into RTE s work plan, depending on available resources and capacity. Most of the priority areas overlap and are inter-related, and the work on each area will be mutually reinforcing rather than additional. More detailed planning documents assessing RTE s capacities have been prepared in parallel to this strategic plan to ensure that the priorities are realistic while maximising RTE s potential (See Annex II). PA 1. RIGHT TO EDUCATION INDICATORS Since 2008, RTE has undertaken an extensive research initiative to develop and test a set of comprehensive indicators based directly on international and regional human rights law to measure the progress towards the full realisation of the right to education. The indicators have great potential as a basis for monitoring tools and have generated interest from civil society, intergovernmental organisations and academia. For the next three years, the main priority for RTE will be to build on the substantial progress made in developing indicators and to advance the work on indicators by operationalising them through practical tools. The work on the indicators will be central to and feed into each of the strategic goals of this planning period. The work on the indicators will also serve as an overarching priority area which will influence the thematic areas of focus. PA 2. PRIVATISATION IN EDUCATION Privatisation in education is an emerging debate of growing importance at the international level. Thus far, the conclusion of these debates amongst policy-makers has been largely in support of increased provision of privatised education, despite a lack of sufficient research on the topic. Some initiatives, such as Privatisation in Education Research Initiative (PERI), have started to produce additional research to bring a critical voice on the topic. Missing from the current debates on privatisation is a human rights analysis of the issue. 7 P a g e

8 Due to the growing concern that privatisation may undermine efforts to campaign for free, public education, this topic is an urgent issue, which is likely to be central in education debates for the next few years. RTE will provide human rights analysis and will develop resources to enable partners to effectively influence the outcome of these debates. The analysis and tools developed on privatisation will also be useful for the work in other areas, and they can help to further develop and refine the right to education indicators (PA 1). PA 3. MILLENIUM DEVELOPMENT GOALS / EDUCATION FOR ALL GOALS POST-2015 RTE prepared three policy briefs on the existing Millennium Development Goal (MDG) targets for education and an opinion piece linking the MDGs to rights. However, the debates have shifted towards an analysis of the post-2015 development framework, as the MDGs and the UNESCO Education for All (EFAs) goals are both scheduled to be completed by Both MDGs and EFAs lack robust accountability mechanisms and are not explicitly linked to international human rights standards. As the new development framework emerges, there will be opportunities for civil society to provide input to help shape the overall framework and its content. A number of RTE partners have expressed interest in this area. RTE will build on its expertise and work collaboratively on the MDG and EFA post-2015 review process to provide analysis and technical support which will be used by RTE partners. RTE partners will provide expertise on the post-2015 processes, monitor developments, and lead on the direct advocacy work. By engaging in this process in partnership with others, RTE seeks to influence the framework for development goals and targets related to education to ensure greater accountability. It will also provide an opportunity to engage with education stakeholders after 2015 following the adoption of a new global development framework, so that RTE will be strategically placed to link human rights standards with the new framework, as it relates to education. The core of the work on MDGs is expected to take place in the second half of the planning period. The work on privatisation (PA 2) may be useful to bring into the discussion. Furthermore, the ongoing work on right to education indicators (PA 1) has potential to help frame the analysis and inform the metrics that will be used to measure the next set of outcomes. PA 4. SECONDARY AREAS, RESPONSIVE WORK AND FUTURE PRIORITIES The three priority areas identified above (PA 1 to 3) will form the core of RTE s work over this planning period. However, it is necessary for RTE to remain flexible and be able to respond to a changing environment and new opportunities as they arise. Therefore, RTE will carry out work on secondary areas of prioritisation, which include: Responsive work, such as responses to requests or reactions to the changing environment Former thematic primary priority areas, such as education in emergencies Opportunities to develop future priorities, such as new funding opportunities or exploratory research. 8 P a g e

9 These secondary priority areas are not core priorities, and will enter into work plans when time and resources allow. Wherever possible, RTE will seek to mainstream these secondary priority areas within the primary priority areas and will partner with institutions, such as academic partners, to carry out certain aspects of this work. The criteria for identifying new thematic areas and responding to opportunities are outlined above. The secondary thematic priority areas include: RTE Informational Databases The RTE informational databases (constitutional, caselaw, fee or free, and minimum age legislation) provide valuable information to a variety of practitioners. RTE will review the informational databases on the RTE website and consider which databases to update and maintain and which ones to archive, if any. For the databases that require periodic updates, RTE will consider partnerships with institutions, such as academic institutions, to periodically update and verify the data. Minimum age legislation RTE researched and produced a comparative report, At What Age?, focusing on minimum age legislation for compulsory education, employment, marriage and criminal responsibility. At What Age? was published and distributed in 2011, and RTE maintains an up-to-date table of the core data on the RTE website. RTE will continue to maintain the online database and will seek opportunities to advance the research in practice. Strategic litigation RTE anticipates that strategic litigation may play a more central role in the coming years, in part due to recent developments in international mechanisms namely, the Optional Protocols of the International Covenant on Economic, Social and Cultural Rights and the Convention on the Rights of the Child. A number of organisations currently support and promote strategic litigation at the national, regional and international levels. At this stage, RTE will not engage directly with strategic litigation, but we believe it is important and will actively support and exchange information on strategic litigation. RTE has the opportunity to work with partners and add value to this area of work through RTE s other priority areas, such as the indicators (PA 1). As litigation is an important means of developing new norms on the right to education, RTE will monitor the evolution of the case-law on education, contribute towards an up-to-date database of right to education cases, and facilitate dialogue amongst practitioners about current and potential cases. RTE will also monitor the development of the two recently adopted UN individual complaint mechanisms, which may be at the top of the advocacy agenda in the next years. Based on capacity, RTE may take up requests from partners to devise amicus briefs to support strategic litigation. Extraterritorial obligations The Extraterritorial Obligations (ETOs) is set of principles aimed at defining States economic, social and cultural rights obligations beyond their borders, which was adopted by a group of experts in September ETOs are of particular relevance for RTE as they constitute a key tool to bridge the 9 P a g e

10 gap between development and human rights. The ETO Principles provide a coherent framework outlining the obligations of developed States to provide international assistance while prioritising marginalised groups and the obligations of developing States to seek international assistance and cooperation and to adhere to human rights standards when applying this aid. As the ETO Principles evolve, they are likely to play a central role in framing the debates around international development, including the EFAs and MDGs (PA 3), as they further elaborate previously untapped concepts enshrined in international law. ETOs will engage as a Consortium member and mainstream information on ETOs into other areas of RTE s core work. This may be accomplished through RTE s work on indicators (PA 1), both in refining the indicator framework to incorporate the ETO Principles and because the indicators may provide a concrete and constructive way to operationalise the ETO Principles. ETOs may also play an important role in framing the privatisation debate (PA 2), particularly in relation to the formulation of Statefunded donor criteria that is inconsistent with human rights obligations. RTE will initially engage modestly with ETOs by mainstreaming them into other priorities, and by participating in the ETO Consortium - a group of academics and NGOs that networks, shares experiences, and promotes the ETO Principles. RTE will bring the right to education into the discussions thus filing a gap that has been identified within the Consortium. Education in emergencies RTE completed a major piece of work on education in emergencies through the development of a training module. RTE has developed links with a number of networks and organisations that focus on education in emergencies and there continues to be a need for human rights analysis amongst humanitarian and conflict prevention practitioners. Building on existing relationships, RTE will carry on networking and collaborating with others on occasional projects specifically aimed at developing practical tools. In particular, RTE will consider ways to promote and adapt its existing tools (such as the indicators) to be used in an emergency context. 10 P a g e

11 IV. STRUCTURE & GOVERNANCE MANAGEMENT - HOSTING The Right to Education Project is hosted by ActionAid Interational, which provides day-to-day management, administrative support, funding support, and financial accountability. ActionAid International maintains the contractual relationships with funders and is ultimately accountable for the fiscal responsibility of RTE. STEERING COMMITTEE The Right to Education Project is a distinct entity, supported by ActionAid International, Amnesty International and the Global Campaign for Education. These partner organisations make up RTE s Steering Committee (SC), which collectively provides governance, strategic, and policy advice to RTE s core staff. The overall purpose of the SC is to ensure continuity and success of RTE. The Steering Committee provides co-ownership and co-branding of the RTE website as well as advice on the strategic direction of RTE, including strategic planning and suggestions for the Network of Advisors. The roles and responsibilities of the SC include: General co-ownership of RTE and co-branding of the RTE website Identify strategic priority areas and opportunities for engagement on the right to education Contribute to the development and annual review of RTE s strategic and operational plan Identify opportunities for funding Identify opportunities for mutual collaboration to support greater coordination for work on the right to education Identify links for strategic alliances with others and promote RTE s work with stakeholders, including suggestions for RTE s Network of Advisors Advice on RTE outputs, such as publications and resources. The Steering Committee meets quarterly. There are currently three partner organisations represented in the Steering Committee. A quorum of two partner organisation will be required in order to hold a meeting. Each organisation is represented by a core person and may elect to use an alternate for participating in SC meetings. In order to maintain a manageable and effective committee, the membership shall remain small. Considerations for new membership will be decided through the existing SC. RTE ADVISORS RTE benefits from high-level expertise from its Advisors. Advisors serve in an individual capacity and provide specialist advice or feedback on specific areas of RTE s work, as elaborated by RTE s Steering Committee. Advisors may individually or in small groups undertake responsibility for a different area of RTE s work, according to their specific areas of expertise, and promoting a cross-sectorial and multidisciplinary approach. This expertise may be thematic (e.g., MDGs, indicators) or operational (e.g., fundraising, strategic planning) or it may be a combination of 11 P a g e

12 both. The role of the Advisor is to provide advice or feedback on specified areas and in some instances to serve as a representative for RTE at events, which may include presentations at conferences, delivery of training, etc. The Advisors are collectively known as a Network of Advisors or Advisors, but this fluid group is not a formalised group. The Network of Advisors is intended to serve as a constituency of champions for the right to education but will not have collective responsibilities as a group and is not expected to meet as a group at large. RTE will have no more than 20 Advisors at one time, encompassing a wide range/diversity of areas of expertise, geographic location, and disciplines. Advisors are invited by the Steering Committee for a period of no more than three years, which may be renewable. The term is intended to coincide with and support RTE s strategic plan. 12 P a g e

13 V. ANNEXES I. GOALS AND OBJECTIVES SUMMARY TABLE Goals Objectives Key Activities 1. BUILDING BRIDGES BY SHARING INFORMATION. Become the central resource for diverse actors to access key tools and contemporary discussions on the right to education. 2. GENERATING TOOLS AND ANALYSIS TO ADVANCE THE RIGHT TO EDUCATION KNOWLEDGE AND PRACTICE. Add value to the understanding of the right to education through producing practical and strategic resources aimed at influencing key education debates 1. A. Regularly monitor both education and human rights developments affecting the right to education. 1. B. Share relevant information to a wide range of actors and become the reference point for information on the topic. 1. C. Strengthen a growing community of practitioners advocating for the right to education, proactively engage with strategic actors on the right to education, and facilitate online discussion. 2. A. Provide accurate and constructive human rights analysis on strategic global education issues. Revamp the RTE website to update and modernise the structure and interface and to make it more interactive. The new website will feature: o News and stories, including case studies and success stories o Practical tools and resources, primarily from RTE but also from others o An interactive interface to facilitate discussions o Integration of social media (Facebook, Twitter, etc.) into the website, which will be linked to an expansion of RTE s social media activity o Expert contributions on strategic topics Produce a regular e-bulletin Maintain up-to-date databases Diffuse timely and relevant information on thematic issues affecting the right to education, including human rights education and disability, and provide links to others working in these areas Develop practical tools to operationalise the indicators (e.g., users guide for how to use the indicators, web sub-site) Generate policy briefs providing human rights analysis of strategic global education issues Produce country factsheets to build capacities of 13 P a g e

14 and popularising a human rights based approach. 2. B. Produce a series of practical tools aimed at popularising and operationalising the right to education. 2. C. Update RTE s existing research and tools developed. national advocates to analyse education law and policy Produce analytical tools for reviewing national education plans Formulate guidelines to revise constitutional review processes Create resources designed to support RTE s partners Promote and participate in relevant international consultation processes related to the priority areas identified by RTE 3. DEVELOPING CAPACITIES ON THE RIGHT TO EDUCATION. Facilitate online and face-to-face capacity development of RTE s diverse constituencies on understanding of the right to education. 3. A. Add right to education expertise to trainings and workshops organised by RTE partners. 3. B. Support key partners with practical guidance on RTE tools and resources and run trainings designed to popularise and implement these tools where funding can be secured. 3. C. Produce low-cost capacity building materials to be used through online distribution. Develop adaptable training modules (2 days, 3days, and 5 days) that can be offered to education actors Create online courses and modules for targeted audiences to operationalise RTE s tools and resources (e.g., indicators) Produce how-to guides using YouTube Design a general training manual as an online resource Provide technical support to partners on constitutional reviews, legislation, policies, as well as the application of RTE resources 4. STRENGTHENING THE ORGANISATIONAL CAPACITY OF RTE Strengthen the organisational capacity of RTE to carry out its mission. 4. A. Establish good connections with strategic institutions, including international governmental organisations, academic institutions, international nongovernmental organisations, trade unions, networks, and others. 4. B. Strengthen and diversify funding for greater sustainability. Establish continuous and institutionalised relations with a few key organisations influencing the right to education, such as UNESCO, UNICEF, the UN Special Rapporteur on the right to education, and UN treaty bodies Seek additional donors and increase the number of funding proposals to expand the scope and quality of RTE s work Consider additional formal partnerships Run successful Steering Committee meetings 14 P a g e

15 4. C. Develop and strengthen RTE's governance and structure to support the strategic plan and increased accountability and autonomy. Tap into expertise through RTE s Advisors Ensure adequate staffing resources Review the existing strategic plan annually, prepare the next strategic plan, and develop a long term vision 15 P a g e

16 II. COHERENCE BETWEEN STRATEGIC GOALS AND PRIORITY AREAS EXAMPLE OF ACTIVITIES ON PA 1 RIGHT TO EDUCATION INDICATORS EXAMPLE OF ACTIVITIES ON PA 2 PRIVATISATION IN EDUCATION EXAMPLE OF ACTIVITIES ON PA 3 MILLENIUM DEVELOPMENT GOALS AFTER 2015 GOAL 1. BUILDING BRIDGES BY SHARING INFORMATION. Create an interactive and easily accessible subsection of the website on the indicators Attend key and relevant events and conferences related to indicators Develop a section of the website dedicated to privatisation issues, with a dedicated sharing and discussion area Include information about privatisation in the e-bulletin Share information on the website about the development of the MDG post-2015 review process Engage and facilitate online dialogue amongst various GOAL 2. GENERATING TOOLS AND ANALYSIS TO ADVANCE THE RIGHT TO EDUCATION KNOWLEDGE AND PRACTICE Produce a guide on quantitative data collection Produce a general guide on the indicators for practitioners Produce a policy brief outlining the relation between international human rights law and privatisation issues in education Undertake specific advocacy and/or support to partners advocating on privatisation, notably GCE s work at the national level (e.g., a toolkit) Produce a detailed policy analysis stating an overall position on the right to education. Provide specific outputs on an ad-hoc basis as the debate evolves; depending GOAL 3. DEVELOPING CAPACITIES ON THE RIGHT TO EDUCATION. Deliver modules on using the indicators in workshops organised by partners Support GCE workshops on privatisation with a module GOAL 4. STRENGTHENING THE ORGANISATIONAL CAPACITY OF RTE Raise RTE s profile with visible innovative work on indicators Build partnerships with other organisations working on education from a privatisation perspective Position RTE in a key initiative in the international advocacy agenda 16 P a g e

17 right to education actors Include information about the MDGs in the e-bulletin on capacity EXAMPLE OF ACTIVITIES ON PA 4 SECONDARY AREAS, RESPONSIVE WORK AND FUTURE PRIORITIES Share information on ETOs with education development practitioners and bring feedback about development into the ETO work Provide links to organisations providing strategic litigation support Maintain a database on minimum ages legislation, and work with partners to contribute towards an online case-law database for the right to education Support partners to produce a handbook on right to education in conflict (pending funding) Mainstream gender, ETOs and strategic litigation information / remedies in the capacity building tools Develop link with other key ESCR and development organisations by participating in the girls education networks, education in emergencies networks and the ETO Consortium 17 P a g e