Éducation 2030 Étape de Suivi

Transcription

1 Éducation 2030 Étape de Suivi Atelier du ROCARE Lomé, avril 2016 Lily Neyestani-Hailu, UNESCO

2 Etapes Prises en ASS 1. Réunion régional pour l Afrique de l Ouest et Centrale 2. Consultations sur un mécanisme de Coordination régional 3. Une enquête pays pour mieux connaitre la situation 4. Des outils de réflexions et de planification 5. Appui au pays demandeurs

3 L Enquête : 1. Le contexte de la planification au sein des pays 2. Le dialogue et la participation des parties prenantes 3. L analyse sectoriel en éducation 4. La formulation de politiques et de programmes 5. La planification de ressources 6. La mise en oeuvre de progammes 7. Le suivi et l évaluation 8. Les défis pour l integration les cibles de E2030 dans les PSE 37 pays répondent en mars 2016

4 Ministries in Charge of Education Number of ministries Number of countries Results % % % Number of ministries in charge of education by sub-sectors (%) 8 2% % % % % % 8 1 2% % Response rate 100% Global citizenship/peace education Gender equality in education Environmental education Sexuality or reproductive health education Occasionally connected with others ministries (Internal affairs & Peace building, Labour affairs, etc.) Regularly connected with ministries of women, family, gender, social affairs, etc. Often connected with environmental ministry Often connected with health ministry

5 Countries formulating a new ESP in Benin Djibouti Somalia Chad Gambia Swaziland Comoros Malawi Uganda Cote d Ivoire Mali Zambia Out of 35 countries who reported having an ESP, about one-third will reportedly be formulating new ones during the period [ Botswana and Madagascar were the only countries who reported not having an ESP

6 Extent to which E2030 targets are already taken into consideration in ESP Level of integration of the ED 2030 agenda in the current plans 100% 90% 80% 70% 60% 50% 81% 40% 30% 20% % 0% Basic Ed ECCE Post-Sec Youth & adult skills Eliminatin disparities Youth & adult skills Sustainable dev/emerging areas 6 Inclusive school Scholarships facilities Teachers Completly addressed Well addressed Moderately addressed Sightly addressed Not at all addressed I don't know

7 Effectiveness of Sector Dialogue Mechanisms Level of effectiveness of dialogue mechanisms in the sector planning process by group of stakeholders (%) Not effective at all 3 Slightly effective Moderately effecrive Very effective Extremely effective People and groups responsible for plan implementation Non-governement stakeholders Direct stakeholders

8 Degree of Sector Dialogue Across Planning Stages Frequency of sector dialogue in each planning cycle stage (%) Sector Analysis Policy and Strategy Formulation Preparation of action plans

9 Plan Preparation Process Was the plan preparation a capacity development process? No: 5 Somewhat 22% Was the plan preparation a country led process? No; 0 Somewhat: 33 Yes: 62 Yes: 78%

10 Frequency of Education Sector Analyses Education sector review/diagnosis frequency Every 10 yrs: 5% Every 8 yrs: 10% 2/year: 15% Every 5 yrs: 20% 1/year: 35% Every 4 yrs: 15% Response rate : 57%

11 Modality of ESA 3.2- Modality of the review (%) 50% 45% 40% 43% 35% 30% 25% 20% 24% 15% 16% 16% 10% 5% 0% Nationally funded with national experts Nationally funded with international technical assistance National experts with international funding International funding with international technical assistance Response rate : 97%

12 Extent of a causal analysis undertaken for the findings of ESA Extent of a causal analysis undertaken for the findings of the ESA There was no causal analysis 22% For all findings 43% For some findings 35% Response rate : 100%

13 E2030 Targets taken into consideration in ESA 90% Targets which received the most and the least attention among country responses 80% 70% Whitch received the most attention Which received the least attention 60% 50% 40% 30% 20% 10% 0% a b c Response rate : 54% TARGETS

14 Challenges of conducting ESA The major challenges encountered during the education sector review (%) 70% 60% 50% 56% 58% 50% 61% 40% 42% 30% 31% 36% 20% 25% 10% 0%

15 Policies / Plans based on Evidence Current policies & plans based on evidence (%) Poorly; 0 Not at all; 0 I don't know; 8 Very well; 17 Sector policies and strategies address the challenges identified during the sector analysis? (%) Not at all; 0 Poorly; 0 I don't know; 3 Very well; 22 Fairly; 28 Fairly; 24 Well; 50 Well; 51

16 Are risks and vulnerabilities taken into consideration? How well plans take risks to the education system into consideration (%) Not at all: 5 I don't know: 3 Very well: 8 Poorly: 5 Fairly: 32 Well: 46

17 Sufficient Human and Resource allocation? Sufficient human and financial resources allocated for plan implementation? 50% Sufficient human and financial resources allocated for plan implementation? 46% 45% 40% 35% 30% 30% 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 8% 3% 43% 46% 43% 30% 19% 27% 11% 3% 0% 27% 5% 5% 25% 20% 19% 15% 10% 5% 0% Human ressources Financial resources 11% 8% 5% 5% 3% 3% 0% Completely agree Agree Somewhat agree Disagree Completely disagree I don't know Human ressources Financial resources

18 Clarity of Roles and Resonsibilities CLARITY OF ROLES & RESPONSIBILITIES OF IMPLEMENTING BODIES Série1 I don't know 0,00% Not at all 6% Poorly 0,00% Fairly 22% Well 53% Very well 19% 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00%

19 Acountability Mechanisms

20 Integration of subsectors/thematic areas into M&E frameworks

21 Major Challenges 1. Funding challenges 2. Weak capacities - Teachers - Manage and monitor education development 3. Need for more technical guidelines, advocacy and communication on the new education agenda and its integration into national policy formulation and implementation

22 Overcoming Challenges 1. - Wider stakeholder participation - Diversification of education programmes including vocational training, non-formal and informal learning - Professionalization of higher education, renewed focus on entrepreneurship, scientific and technical disciplines - Use of new technologies in education delivery - Lobbying for increased donor support

23 Overcoming Challenges (2) 2. - Motivating and professionalizing the teaching force - Capacity of managers to adapt curriculum & learning to the needs of communities and to socioeconomic contexts - Ensuring minimum educational materials & resources especially for disadvantaged children - Promoting capacities in literacy & national languages - More attention on the part of development partners to strengthen human and institutional capacities of education ministries in managing and monitoring skills acquisition was related.

24 Overcoming Challenges (3) 3. - The need to review the current sector policies and plans in view of integration of the 2030 targets - Strengthening the management capacity to plan and monitor education policy implementation and to advocate education SDG at all levels.

25 Latin America & Caribbean Regional and follow-up activities Contextualization of E2030 Agenda at regional, sub-regional, national and sub-national levels design of new regional education programme E2030 for LAC a methodology to unpack Goal 4 and its targets to be used based on socio-economic context, fiscal means, capacity of countries. Awareness raising/communication Launch of communication campaign Development and regular dissemination of advocacy materials Coordination Regional monitoring mechanism and tools Establishing alliances and engaging stakeholders (e.g., GPE, development banks, CSOs, WEF co-convener and other UN agencies, academia, private sector, parliamentarians, public education officers and managers, etc. ) EFA and youth transition to work

26 Asia-Pacific National follow-up to E2030