UNICEF Education Strategy (2019-2030) Presentation to support - - PowerPoint PPT Presentation

UNICEF Education Strategy (2019-2030)

Presentation to support Strategy Consultation February 11 – March 10, 2019

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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

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• 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

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• 2. Process for developing the Strategy

Data & Analytics

• - best evidence to

anchor the Strategy

• - process to

engage internal & external debate

• Data & Analytics

Compendium

• internal Options

Papers on emerging issues

Survey

• - views on

UNICEF’s work to date

• - views on

priorities for Strategy

• 279 respondents
• feedback

summarised in Consultation draft

• f Strategy

Consultations

• establish internal

reference group

• internal and

external consultations

• will run 11 Feb to

10 March

• Toolkit to support

distributed external Consultations

• led by UNICEF HQ Core Team; support from the Regions
• 3 core inputs: (i) Data & Analytics, (ii) Survey, (iii) Consultations

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• 3. Challenges in global education

LEARNING & SKILLS

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 countries

EQUITABLE ACCESS

At least 175 million pre-primary age children (85 million girls and 90 million boys) are not in pre-primary education In low income countries, 90%

• f adolescents in the poorest

quintile have never attended, have dropped out, or are still in primary school and even in high income countries it is the case for 40% of them

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• 4. Global context for children

Demographics ICTs

Based on current trends, 76% of jobs in low income countries will be in the informal economy and 62%

• f jobs in lower middle income countries

Jobs

More than 75 million children aged 3-18 need education support in 35 crisis-affected countries. Increasing numbers of refugees, attacks on schools, and adverse impacts of climate change

Humanitarian

To reach universal access by 2030, globally we need 5.7 times more pre-primary places; 1.1 times more primary places; and 2 times more secondary places. In least developed countries, only 14% of women and 21% of men are using the internet

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5.1 Overview of the Strategy (Strategic Framework)

Every child learns

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 Vision Goals Child Rights (CRC, CRPD +) Sustainable Development Goals 2030 Framework for Action

Programmatic Approaches

System Strengthening Service Delivery Community Engagement Comms & Advocacy

UNICEF Education Strategy (2019-2030)

Data & Evidence Financial Resources Human Resources Partnerships Innovation Enablers EQUITABLE ACCESS Leave no child behind: ensuring access to education from early childhood to adolescence, with a focus on the poorest, displaced & refugee communities, ethnic minorities, girls, children with disabilities LEARNING & SKILLS Every child learns: prioritising foundational skills (e.g. basic literacy & numeracy), transferable skills (e.g. critical thinking, problem-solving, creativity) and digital literacy

Question 1. Overall: are the proposed vision, goals and programmatic approaches articulated in clear and compelling way?​

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Enabling environment for learning (Conceptual

Framework)

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5.2 Overview of the Strategy (Priorities & Strategic Shifts)

DO MORE OF (Strategic Shifts)

• Pre-primary
• Education for marginalized adolescents
• Learning (foundational skills + transferable skills + measurement)
• Inclusive Education & Disability
• Gender Equality
• Systems strengthening (inc. pro-poor public expenditure)
• Digital Learning
• Data & Evidence

DO BETTER

• Primary and

secondary

• Inclusion & Equity

(including girls)

• Humanitarian (more

focus on learning)

• Education sector

analysis & planning

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?

The ‘what’ of the Strategy The ‘how’ of the Strategy

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5.3 Overview of the Strategy (Risks)

Risk Mitigation measures

Equitable Access: insufficient government and donor focus on building out pre-primary education and education pathways for marginalized adolescents. Government EMIS do not track the participation of vulnerable groups. Expand UNICEF work downwards to pre-primary education and upwards to secondary education, while maintaining a core focus on primary. Strengthen disaggregated government data systems as a regular component of UNICEF assistance. Learning & Skills: UNICEF-supported programmes – both direct service delivery and support to governments – support the expansion of inputs alone, with no impact on learning. Systematically measure learning in all UNICEF-supported education activities, direct and indirect. Support the alignment

• f all inputs and actors in the education system to support

learning. Financial Resources: insufficient funding for global education and for UNICEF education activities. Global advocacy in partnership with others. Diversify UNICEF funding base; demonstrate results. Human Resources: insufficient UNICEF staff for effective emergency response; staff capability not aligned to needs. Recruit more staff for education in emergencies; invest in education staff capability (particularly data & evidence, sector planning and policy dialogue). Partnerships: UNICEF’s strategy, culture or systems retreat into bilateral programming. UNICEF’s impact or brand value diminishes. Invest leadership and staff time and financial resources in strategic partnerships. Focus on impact and maintain / grow brand value. Innovation: innovation is pursued for innovation’s sake, without measurement of outcomes, or at the expense of core programming priorities. ICT-enabled innovations exacerbate inequities. Enforce clear criteria for investing in innovation, including value-add, cost-effectiveness, total cost of ownership, measurement of learning and assessing opportunity costs. Focus on the poorest and most vulnerable children.

Question 3. Risks: do you agree with the identification of risks, and mitigation measures to address them?

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• 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?