ASPBAE THIS MONTH October 2016 www.aspbae.org

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Building awareness in the Pacific about SDG4

Full article

Developing a research framework on financing for skills training & education for decent work for marginalised women

Full article

Timor Leste education coalition holds first SDG4 consultation in the country

Full article

Building capacities for education advocacy in Central Asia

Full article

Exploring gender equality in education with NEW Indonesia

Full article

ICAE strategic plan focuses on advocacy and capacity building to contribute to achieving SDG4

Full article

Towards better integrating non-formal and informal education in education systems in the Asia Pacific

A consultation meeting on the role of community learning centres

(CLCs) drafted recommendations on regional standards of CLCs

and framework for adult skills and competencies in the region.

Read more

Ensuring SDG4 is achieved in non-dominant language communities

5th International Conference on Language and Education

Conference

The 5th International Conference on Language and Education:

Sustainable Development Through Education brought together

over 300 participants to discuss challenges and showcase

solutions related to mother-tongue based multilingual education.

Read more

ILO convenes sub-regional workshop on achieving SDG Target 8.7

The ILO workshop was an opportunity for participants to discuss

how stakeholders in East Asia, Southeast Asia, and the Pacific

plan to achieve SDG 8.7 (globally end child labour, forced labour,

modern slavery, and human trafficking).

Read more

Madrid Technical Cooperation Group meeting signs off on thematic indicators on SDG4

The 2nd meeting of the Technical Co-operation Group for SDG4-

Education 2030 (TCG) signed off on the list of thematic indicators

on education that countries have agreed to start using in 2017 to

monitor progress.

Read more

International partners reflect on successes and challenges of the CSEF programme

International partners of the Civil Society Education Fund (CSEF)

met in London to share updates and reflect on the key successes

and challenges in the CSEF programme.

Read more

ASPBAE THIS MONTH October 2016 www.aspbae.org

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Bunyad Foundation in Pakistan runs non-formal education centres for bonded labourers

Full article

ANNOUNCEMENT

UNESCO-Bangkok

releases publications to

celebrate World

Teacher’s Day

Full article

GCE launches new report on low-fee private schools

The Global Campaign for Education launched its new report,

‘Private Profit, Public Loss: why the push for low-fee private

schools is throwing quality education off track’, on the impact of

education privatisation.

Read more

Sub-Regional News and Views UNESCO literacy prize winners visit China and the Republic of

Korea

Read more

ASPBAE THIS MONTH October 2016 www.aspbae.org

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Member of the Month Photo of the Month

Society for Participatory Education

and Development (SPED), Bangladesh

Society for Participatory Education and

Development (SPED) is a not-for-profit

organisation as well as a network for

disadvantaged people’s organisations. SPED

works closely with grassroots underprivileged

peoples organisations and strives for sustainable

development of poor and marginalised

communities.

SPED works on empowering and creating human

rights awareness among people’s organisations;

establishing rights and access to resources for

lives and livelihoods; and capacity building.

Visit the SPED website to know more.

ASPBAE Lens

ASPBAE would like to dedicate a space in the Bulletin to showcase photos its staff have taken. We want to feature

their perception of life around them, the interesting things they see, inspiring moments they observe, and beautiful

imagery they capture that reflect education and lifelong learning in a myriad different ways and forms, all left to be

interpreted in our own unique ways. In this edition of the Bulletin, we feature a photo taken by Rene Raya,

ASPBAE’s Lead Policy Analyst.

Rene Raya ASPBAE Lead Policy Analyst

2016 World Teacher’s Day (WTD), observed on 5 October, was the first WTD to be celebrated within the new Global Education 2030 Agenda,

which highlights that teachers are fundamental for equitable and quality education and must be “adequately trained, recruited and remunerated, motivated and supported within well-resourced, efficient, and effectively governed systems”. Teachers are key to achieving the SDG4 targets.

ASPBAE THIS MONTH October 2016 www.aspbae.org

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SUB-REGIONAL NEWS AND VIEWS

This section of the Bulletin is dedicated to highlighting news and events from each of ASPBAE’s sub-regions –

South and Central Asia, East Asia, Southeast Asia, and the South Pacific. We will feature a different sub-region

in each issue. For this edition, we highlight the visit of the winners of UNESCO Literacy Prizes to China and Korea.

UNESCO literacy prize winners visit China and the Republic of Korea

This year on International Literacy Day, 8 September 2016, UNESCO

Director-General, Irina Bokova, awarded five innovative and impactful

literacy projects from India, Senegal, South Africa, Thailand, and Vietnam

with the two literacy prizes: the UNESCO King Sejong Literacy Prize and

the UNESCO Confucius Prize for Literacy. The winners were then invited

on study tours to the two countries. From 26-28 September 2016, the

‘UNESCO Confucius Prize’ winners experienced the rich history and

culture of Qufu, China, hometown of the renowned Chinese scholar and

philosopher, Confucius.

From 6-10 October 2016, it was the turn of the Korean Government to

invite the ‘UNESCO King Sejong’ winners to visit Seoul timed to coincide

with celebrations of Hangul Week, which commemorates the creation of

the Korean alphabet by King Sejong. This year celebrates the 570th Hangul Day, also known as Korean Alphabet Day. The

two winners from Vietnam and Thailand enjoyed first-hand the celebrations and learned much about literacy education in the

Republic of Korea. Suwilai Premsrirat, literacy prize winner from Thailand and head of the awarded Patani Malay-Thai

Bi/Multilingual Education Project, said, “King Sejong revised the writing system for the Korean people so that they were able

to learn easily and become literate. This study trip is very important to me since we are also developing the writing system

for our minority groups at home in Thailand and therefore in a way I am following in the footsteps of King Sejong.”

Bringing the enthusiasm back home

The study tours take place each year following the awarding of the

prizes and are designed to help the winners take pride in their language

education programmes and inspire them to undertake future literacy

education activities. Literacy prize-winner from Vietnam, Nguyen

Quang Thach, who received the award for the programme Books for

rural areas of Vietnam said, ”After this study tour I will write an article

about the development of the country and encourage Vietnamese

people to learn more about Korean people and their history. The people

of Korea know how to build on the learnings from King Sejong. In my

work at home, I also want to improve the knowledge of Vietnamese

people and maybe in the future leave my footprints like King Sejong.”

The ‘UNESCO Confucius Prize for Literacy’ awards projects aimed at people in rural areas and out-of-school youth, with a

special focus on girls and women. The ‘UNESCO King Sejong Literacy Prize’ gives special consideration to the development

and use of mother-tongue literacy education and training.

This write-up is a reproduction of an article on the UNESCO website. [BACK]

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Towards better integrating non-formal and informal education in education systems in the Asia Pacific 13-14 September, Bangkok, Thailand

Transforming education and training systems to create lifelong learning societies

is a great challenge, given that most countries have focused mainly on schools

and formal education institutions. Nevertheless, the current contexts, as well as

the global agenda Education 2030, emphasize the imperative to shift to multiple

pathways to learning to ensure lifelong learning opportunities for all.

UNESCO-Bangkok has been at the forefront of helping Member States in the

Asia Pacific put in place necessary policies, programmes, and infrastructure to

realise a lifelong learning system. With the support from the government of Japan,

UNESCO-Bangkok collaborated with ASPBAE in implementing the project

‘Transforming Education and Training Systems to Create Lifelong Learning

Societies in the Asia-Pacific’ to assist countries in the region in reorienting their

education and training systems towards building lifelong learning societies.

A Consultation Meeting on the Regional Guidelines on the Role of Community

Learning Centres and Adult Competencies for Lifelong Learning was held in

Bangkok. It brought together 15 participants, working in the non-formal education

department of the Ministry of Education as well as experts from non-government

organisations from Thailand, Vietnam, Indonesia, the Philippines, and Nepal.

ASPBAE members, PEKKA (Indonesia) and the National Resource Center for

Non-Formal Education (Thailand) actively participated in the workshop.

The workshop gathered inputs from the participants on draft recommendations

on the regional standards of the Community Learning Centres (CLCs) and the

framework for adult skills and competencies in the Asia Pacific. The feedback

was synthesized, enriched, and translated into two regional documents - (1)

Guidelines/Recommendations on Community Learning Centers (CLCs) as

Facilitators of Lifelong Learning; and (2) Guidelines/Recommendations on Adult

Skills and Competencies for Lifelong Learning.

These instruments provide key lessons that will contribute in reforming the mainly

formal education system of countries towards an education system that integrates

non-formal and informal education. Together with the UNESCO-Bangkok’s

research on lifelong learning in 7 countries in the Asia Pacific, these documents

can strategically help in ensuring that the commitments in Education 2030

become realities in the Asia Pacific.

ASPBAE participated in this Consultation Meeting on CLCs and has been deeply

involved in the development of the regional Guidelines on CLCs and Adult Skills

and Competencies of Lifelong Learning. ASPBAE has been represented in these

processes by Cecilia Soriano.

This write-up includes excerpts from a concept note of the Consultation Meeting

on the Regional Guidelines on the Role of Community Learning Centres and

Adult Competencies for Lifelong Learning. [BACK]

Participants of the meeting on community learning centres (CLCs) and adult competencies for lifelong learning discussed ways of reorienting their

education and training systems towards building lifelong learning societies.

This publication by UNESCO Bangkok, authored by ASPBAE’s Cecilia Soriano,

synthesized inputs from earlier consultations on draft recommendations for regional standards of the Community

Learning Centres (CLCs) and the framework for adult skills and

competencies in the Asia Pacific.

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The Conference on Language and

Education was an initiative of the

Asia Pacific Multilingual

Education Working Group, a

consortium of UN agencies,

intergovernmental organisations,

and academics advocating on

behalf of ethnolinguistic

communities through

multilingual education initiatives

and related policy advocacy

throughout the Asia Pacific.

Ensuring SDG4 is achieved in non-dominant language communities 5th International Conference on Language and Education

19-21 October 2016, Bangkok, Thailand

The Asia Pacific is quickly becoming a global leader in mother-tongue based

multilingual education (MTB-MLE). The ‘5th International Conference on

Language and Education: Sustainable Development Through Education’, was

held in Bangkok, bringing together more than 300 participants from 34 countries

to discuss challenges and showcase solutions related to MTB-MLE.

In his welcoming remarks, Gwang-Jo Kim, Director of UNESCO Bangkok, the

Asia Pacific Regional Bureau for Education, noted how central the approach is to

global efforts to achieve the Sustainable Development Goals (SDGs). “Our

ambitious universal education agenda is rooted in SDG4, which calls on all

countries to ‘ensure inclusive and equitable quality education and promote

lifelong learning opportunities for all,’” he said. “MTB-MLE is vital in this regard,

as it makes education systems more relevant and responsive to cultural and

linguistic diversity. This approach is undeniably at the heart of inclusive and

equitable quality education and lifelong learning for all.”

Opening the conference, Thai Deputy Minister of Education, Teerakiat

Jareonsettasin, spoke of the need to develop a language policy in Thailand,

calling language, "a tool to access culture, probably the greatest tool that human

beings have to make good progress in education."

In her keynote address, Susan Malone, Senior Consultant for Literacy and

Education at SIL International, noted some of the lessons learned in more than

three decades of the MTB-MLE movement, providing a detailed reflection on

essential components of successful programmes. "MTB-MLE is the only way to

ensure that SDG4 will be achieved in non-dominant language communities," she

said. "At this moment in time we can say we're getting there... We’ve learned a

lot. Let’s work together on getting what we have learned out to the world."

Asia Pacific is home to some of the most comprehensive MTB-MLE policies in

the world, including in the Philippines, a regional leader in institutionalising the

approach, and Cambodia, where the Multilingual Education National Action Plan

(MENAP) provides a detailed roadmap to reaching ethnic minority children.

The conference aimed to learn from and build on the region’s notable recent

successes in MTB-MLE policy, practice, and research by covering four key

themes - (1) Towards Sound Policies on Multilingual Education: Language and

Language-in-Education Policy and Planning in Asia and the Pacific; (2) MLE

Teachers and Teacher Training for MLE; (3) MLE Practice/Praxis in Early

Childhood and Primary Education; (4) Language and Cross-Cutting Issues of the

Sustainable Development Goals (SDG).

The 5th International Conference on Language and Education was an initiative of

the Asia Pacific Multilingual Education Working Group, a consortium of UN

The 5th International Conference on Language and Education brought together over 300 participants to discuss challenges

and showcase results related to mother-tongue based multilingual education.

ASPBAE THIS MONTH October 2016 www.aspbae.org

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Asia Pacific is home to some of the

most comprehensive MTB-MLE

policies in the world, including in

the Philippines, a regional leader

in institutionalising the approach,

and Cambodia, where the

Multilingual Education National

Action Plan (MENAP) provides a

detailed roadmap to reaching

ethnic minority children.

agencies, intergovernmental organisations, and academics advocating on behalf

of ethnolinguistic communities through multilingual education initiatives and

related policy advocacy throughout the Asia Pacific.

ASPBAE was represented in the conference by Cecilia (Thea) Soriano who was

the Track 4 Coordinator. She helped review the abstracts and presentations of

speakers as well as contributed to the session designs. Track 4 papers focused

on Language and Cross-Cutting Issues on the Sustainable Development Goals.

The papers discussed, as mentioned in the conference concept note, the

“strategic contribution that languages can play in the attainment of the SDGs and

how languages can facilitate the process of a new model of development that

inclusive, participatory, bottom-up and multi-sectoral so allowing a greater

participation of ethnolinguistic minorities in the development process.” During the

conference, Thea moderated a session on ‘MLE, ethnolinguistic minorities, and

Sustainable Development Goals.’

Below, Prarthana Thakur from Nirantar (India), an ASPBAE member, participated

in the conference and shared her experiences of the event -

Even after implementing mother tongue-based multilingual education in the

classroom, the UNESCO MLE conference provided a new window to understand

the issues linked with multilingual education. In my home country, India, MLE is

still not practiced in many schools.

The UNESCO MLE conference provided a common ground for us to listen to

other researchers who are exploring new ways of implementing MLE in

classrooms. In one session, a researcher talked about the process and

experiences related to workshops for creating mother tongue-based material. In

countries like India, we have limited resources and reading materials in the local

language of learners.

There were sessions on English language learning in developing countries. In

India, the number of English medium private schools has increased over the

years. Mother tongue of children is discouraged and students are asked not to

speak in their own language. Language is not merely a medium of

communication, it is also an expression of power, identity, culture, and emotions.

It was encouraging to see senior researchers appreciate those who found it

difficult to speak English.

During different sessions, I was able to understand the different contexts of other

countries. Mother tongues are dying in many countries. In an era of competition

and capitalism, we need to protect our mother tongue from phasing out and

recognise our language as a resource to learn other languages. [BACK]

Bulletin continued on next page…

ASPBAE was represented in the conference by Cecilia Soriano (L) who

moderated a session on ‘MLE, ethnolinguistic minorities, and Sustainable

Development Goals.’

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SDG Target 8.7 is a commitment

to: Take immediate and effective measures to eradicate forced

labour, end modern slavery and human trafficking and secure the prohibition and elimination of the

worst forms of child labour, including recruitment and use of child soldiers, and by 2025 end

child labour in all its forms.

ILO convenes sub-regional workshop on achieving SDG Target 8.7 14-15 September 2016, Bangkok, Thailand

The consultation workshop on the Sustainable Development Goal (SDG) Alliance

8.7 was convened by the International Labour Organization (ILO) at the United

Nations Conference Centre in Bangkok. The SDG Alliance will be a partnership-

led initiative that focuses on achieving SDG 8.7 - Take immediate and effective

measures to eradicate forced labour, end modern slavery and human trafficking

and secure the prohibition and elimination of the worst forms of child labour,

including recruitment and use of child soldiers, and by 2025 end child labour in

all its forms.

The sub-regional consultation workshop provided an opportunity for a diverse

group of over 160 participants to discuss how stakeholders in East Asia,

Southeast Asia, and the Pacific plan to achieve the SDG 8.7. Participants

included government delegates and representatives from trade unions and

employers’ organisations from 11 countries in East Asia, Southeast Asia, and the

Pacific, as well as representatives from diplomatic missions, civil society,

academia, the private sector, youth and the media, and resource persons from

national, regional, and international organisations. The workshop aimed to

contribute to strengthening the capacity of participants by fostering exchange of

experiences between countries, promoting tripartite and public-private

cooperation on this SDG target, and improving understanding of tools,

methodologies, and approaches for measuring and monitoring progress. It also

aimed to adopt a set of joint recommendations and clear prioritisation of actions

and issues to take forward at national, regional, and global levels. Furthermore,

it aimed to initiate dialogue on the objectives and shape of Alliance 8.7 and

provide suggestions for its functioning in East Asia, Southeast Asia, and the

Pacific.

The outcomes of the sub-regional consultation are expected to feed into the

launch of Alliance 8.7 in New York on 21 September 2016 and into the 4th Global

Conference on Child Labour to be held in Buenos Aires, Argentina, in November

2017. Most importantly, the outcomes are expected to feed into country level

initiatives to accelerate the realisation of Target 8.7.

This workshop also featured, amongst others, a thematic session on education,

where ASPBAE’s Helen Dabu served as a panellist and spoke on the role of civil

society organisations in achieving SDG4 and SDG 8.7. She emphasised that the

architecture for follow-up and monitoring envisaged for the new education agenda

as codified in the Framework for Action 2030 (FfA) provides for dedicated spaces

for civil society in the governance, monitoring, and coordination processes and

structures planned.

She also shared that education can play a role in achieving SDG 8.7 by employing

a multi-pronged approach or strategies which include, amongst others, the

following – (a) Providing multiple and flexible learning pathways (b) Financing the

full education and development agenda (c) Promoting and pursuing innovative

The ILO workshop aimed to, among other things, adopt a set of joint

recommendations and prioritisation of actions and issues related to SDG 8.7.

The outcomes of the sub-regional consultation will feed into the launch of

Alliance 8.7 in New York on 21 September 2016 and into the 4th Global Conference on

Child Labour to be held in Argentina in November 2017.

ASPBAE THIS MONTH October 2016 www.aspbae.org

Page 9 of 20

practices to support the achievement of education targets and strengthen public

education systems (d) Consciousness-raising and broadening awareness on

SDG4 and the SDGs, and (e) Strengthening the youth constituency in campaigns

and advocacies.

The education thematic session discussed the persistent challenges regarding

access to and quality of education, including in relation to out-of-school children

and school-to-work transition. Panellists brought into focus SDG Goal 4 (Ensure

inclusive and equitable quality education and promote lifelong learning

opportunities for all) to discuss the link between issues concerning the future of

work and the right to education, and debated opportunities for addressing child

labour, forced labour, and trafficking through improved access to lifelong

education and improved skills’ training opportunities.

Parts of this article are based on excerpts from the Summary of Proceedings

released by the ILO. [BACK]

The TCG meeting in Madrid

agreed on a set of 29 indicators,

18 thematic and 11 global, for

reporting in 2017.

Madrid Technical Cooperation Group meeting signs off on thematic indicators on SDG4 26-28 October 2016, Madrid, Spain

A crucial list of indicators for the achievement of the world’s global education

goals was endorsed. The 2nd meeting of the Technical Co-operation Group for

SDG4-Education 2030 (TCG) signed off on the list of thematic indicators on

education that countries may start using in 2017 to monitor progress.

The list emerged from numerous discussions and debates and has already

received broad approval. But some technical questions over their implementation

remained. The UNESCO Institute for Statistics (UIS), which co-chairs the TCG,

recently conducted an online survey of TCG members – which includes

representatives of governments, partner organisations and civil society groups,

and the public - to help fine-tune the list, generating more than 50 responses,

many of them from Member States. At the Madrid meeting, the TCG scrutinised

the list to ensure that the indicators are feasible and fit for purpose.

The SDG4-Education 2030 Framework for Action (FFA) proposes a total of 43

thematic indicators. These include the 11 global monitoring indicators that have

already been ‘locked in’ during a process steered by the United Nations Statistical

Division. The broader set of thematic indicators are designed to cover the broader

SDG4 agenda and factors that could be addressed in order to achieve each

target. These are the indicators that were finalised in Madrid.

The TCG meeting in Madrid agreed on a set of 29 indicators, 18 thematic and 11

global, for reporting in 2017. Eight of these indicators for reporting in 2017 will

require some further developmental work. Fourteen (14) thematic indicators were

identified as requiring further developmental work which will be addressed by new

TCG working groups (download the table).

ASPBAE’s Helen Dabu (R) was a panellist in a thematic session on education. The

session focussed on SDG4, links between issues concerning the future of work and the right to education, and opportunities

for addressing child labour, forced labour, and trafficking through improved access to

lifelong education and improved skills’ training opportunities.

The 2nd meeting of the Technical Co-operation Group for SDG4-Education 2030

(TCG) signed off on the list of thematic indicators on education that countries may start using in 2017 to monitor progress on

SDG4.

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The TCG agreed to a UIS

proposal to create a series of

working groups, chaired by

Member States, in 3 crucial areas:

methodologies and data

availability issues related to the

thematic indicators that need

further development; capacity

building; and country reporting on

SDG4.

For example, further methodological work is needed on 4.7.4, which is related to

the percentage of students who understand global citizenship and sustainability,

and 4.a.3 on the number of attacks on students, personnel and institutions.

Standard definitions are needed to ensure that the resulting indicators are

comparable across countries.

In other cases, the challenge is to extend the country coverage of the data

sources used to produce the indicators. Latin America, for example, is the only

region that reports internationally-comparable data for indicator 4.6.3 on the

percentage of illiterate adults and youth enrolled in literacy programmes.

The TCG also identified certain areas that, in addition to needing development or

revision, may require additional indicators. For example, Target 4.3 calls for equal

access for women and men to affordable quality technical, vocational, and tertiary

education. Yet the current list of global and thematic indicators for this target does

not reflect the concepts of affordability or quality and thus additional indicators

may be required.

Next steps

The TCG agreed to a UIS proposal to create a series of working groups, chaired

by Member States, in three crucial areas. The first would focus on the

methodological issues and data availability issues related to the thematic

indicators that need further development. The group will specifically -

Diagnose implementation difficulties of specific indicators;

Produce a report with a recommended work plan for the

methodological development and/or data collection approach

needed for the implementation of each indicator or group of

indicators under consideration;

If appropriate, the Working Group may also conduct a public

consultation on its proposed work plan for indicator development to

seek feedback from other experts and data users including countries,

civil society, regional and international organisations;

The second working group would focus on capacity building, recognising the

unprecedented demand for statistics being placed on countries. This group

would:

Identify capacity issues at the global and national level to produce

specific indicators and produce a statistical capacity needs report that

makes recommendations for global and national statistical systems to

be able to adequately produce data and report on SDG 4 - Education

2030 indicators;

Propose resources to ensure knowledge transfer to countries, strengthen

countries ability to assess their systems (produce the template for a

SDG4-Education 2030 statistical capacity assessment) and understand

strengths and weaknesses of national statistical systems to respond to

Education 2030 reporting;

Discuss the possibility of establishing country-level coordination

mechanisms for development partners (e.g., education data clusters) to

Target 4.3 calls for equal access for women and men to affordable quality technical,

vocational, and tertiary education. Yet the current list of global and thematic

indicators for this target does not reflect the concepts of affordability or quality and thus additional indicators may be required.

The working group on capacity building will identify capacity issues at the global

and national level to produce specific indicators and produce a statistical

capacity needs report.

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Page 11 of 20

support countries in the development of their National Strategies for the

Development of Education Statistics; and

Identify the capacity building needs in the associated IT information

systems and the minimum level of support that would ensure proper

delivery.

The third working group would focus on country reporting on SDG4 with the

following tasks -.

Set out the basic principles and guidelines to be adopted by the TCG as

recommendations for SDG4 reporting;

Develop a comprehensive document to guide global data reporting and

data sharing for SDG4 reporting;

Propose a list of variables and indicators to be included in the SDG4

country profile published by the UIS

More details on the meeting can be found on the TCG website.

This article drew from an article co-authored by Silvia Montoya and Jordan

Naidoo, co-chairs of the Technical Co-operation Group for SDG4-Education 2030

Indicators, the Update on the Technical Cooperation Group, and the development

of thematic indicators during the SDG-Education 2030 Steering Committee

Meeting (8-9 December, Paris). [BACK]

Building awareness in the Pacific about SDG4 3-7 October 2016, Lautoka/Suva, Fiji

ASPBAE organised a series of events in Fiji on building awareness about SDG4

in the Pacific, especially in Fiji. The first event was a Multi-Stakeholder Dialogue

in Suva, co-organised by ASPBAE member, Fiji Council of Social Services

(FCOSS). This was well attended by high-level officials, including from the Pacific

Islands Forum Secretariat (PIFS). Another 25 observers also participated,

including representatives from each of the national coalitions, PEAN (Papua New

Guinea), COESI (Solomon Islands), VEPAC (Vanuatu), and National Education

Network (Samoa).

The Speaker of the Fiji Parliament, Jiko Luveni, opened the event and spoke on

SDG4 developments in Fiji. The Acting UN Resident Coordinator in the Pacific

also spoke, along with speakers from the Ministry of Education and the Ministry

of Economy, and the Pacific Island Forum Secretariat. Neil Maharaj, Director of

FCOSS, and ASPBAE’s Bernie Lovegrove shared introductory comments and

moderated the event. ASPBAE Executive Council member, Sashi Kiran

(FRIEND, Fiji), also made a presentation summarising ASPBAE’s involvement

regarding SDG4 in the region.

The Dialogue participants agreed that there was a need to push through to ensure

national and Pacific level mechanisms to ensure the alignment of education

policies and effective mechanisms to aid with indicator setting, implementation,

and monitoring. The event was picked up in the media and the Fiji Parliamentary

media unit highlighted the event.

The working group on methodologies and data availability will diagnose

implementation difficulties of specific indicators and the working group on

country reporting on SDG4 will set out the basic principles and guidelines to be

adopted by the TCG as recommendations for SDG4 reporting.

Speaker of the Fiji Parliament, Jiko Luveni, spoke about SDG4

developments in the country at the opening session of the multi-stakeholder dialogue in Suva.

ASPBAE THIS MONTH October 2016 www.aspbae.org

Page 12 of 20

The Multi-Stakeholder Forum was held in Lautoka on the west coast of Fiji on 6

October 2016. It focused on SDG4 awareness raising and analysing its

implications for education policy as it impacts on the western side of Fiji and

nationally. One promising outcome was that at least several participants from

education institutions wanted to meet again to further their discussions and take

action to advocate for policy gaps. Sashi Kiran and the Coordinator of the

University of the South Pacific (Lautoka), Pramila Devi, also an ASPBAE

member, co-organised the event with ASPBAE. Peter-Clinton Foaese, an

ASPBAE Executive Council member, participated throughout the events.

Interspersed through the week was the sub-regional meeting of national CSO

education coalitions – PEAN (Papua New Guinea), COESI (Solomon Islands),

VEPAC (Vanuatu), and the newly emerging Samoan education network. The

week was an advocacy capacity building opportunity as well as a chance to

exchange on progress in respective countries regarding advocacy for SDG4 and

learning from each other on how to more effectively engage government and

other stakeholders. [BACK]

Developing a research framework on financing for skills training and education for decent work for marginalised women 5-6 October 2016, New Delhi, India

A planning meeting to take forward one of the recommendations arising from

ASPBAE’s Regional Workshop on Gender, Education, Skills and Work (held in

India in October 2015) was organised in New Delhi. Based on the

recommendation made in the 2015 meeting, ASPBAE plans to launch a multi-

country research study to build an understanding on women's work in the informal

sector and the existing policy and financing options for education and skills

training for decent work for marginalised women.

In preparation for this planning meeting, ASPBAE commissioned an exploratory

paper to better understand the landscape of policy and provisioning (both State

and NGO) for skills training for women in the informal sector in India. This paper,

based on available secondary data, surfaced challenges in terms of adequate

and reliable data to understand various aspects of women's work in the informal

sector in India, viz. labour policies, provisioning for education and skills training

and its intersection with access to resources, poverty, and social marginalisation.

The paper was written by Sujata Gothoskar, an independent researcher based in

India.

The two-day planning meeting was steered by a small group of individuals from

among ASPBAE members in the Asia Pacific region, including Elaine Butler from

WAVE (Australia), Ruth Guzman from the Philippines, Archana Dwivedi from

Nirantar (India), Meenu Vadera and Nilanjana Sengupta from Azad Foundation

(India), and Sujata Gothoskar, along with ASPBAE staff.

Presentations on the three country contexts - India, the Philippines and Australia

- related to women’s work in the informal sector were shared in the meeting. The

A forum held in Lautoka focussed on SDG4 awareness raising and analysing implications for education policy as it impacts Fiji. Seen here is ASPBAE’s

Bernie Lovegrove (extreme L) with the speakers at the event.

Meenu Vadera, Azad Foundation and incoming ASPBAE EC member, hosted

and participated in a planning meeting in New Delhi to develop a research

framework on financing for skills training and education for decent work for

marginalised women.

Sujata Gothoskar, independent researcher, wrote a paper, Commissioned by ASPBAE,

to better understand the landscape of policy and provisioning for skills training for women in the informal sector in India.

ASPBAE THIS MONTH October 2016 www.aspbae.org

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discussions following the presentations led to identification and agreements on

the key aspects of the proposed research study. It was agreed that the research

study would aim to highlight and propose learning from the good existing

practices related to education and skills training for marginalised women, and

also identify issues and recommendations for policy advocacy on financing for

skills training and education for decent work for marginalised women. The core

research question and sub-themes for the proposed research study were

articulated during this meeting. It was agreed to purse the viability of the research

scope to cover India, Indonesia and the Philippines.

The planning meeting concluded with the research framework being formally

drawn based on the outcomes of the planning meeting, to be shared during the

forthcoming ASPBAE Executive Council meeting early next year for approval and

mobilisation of the required resources. The study would begin in the first half of

2017.

The planning meeting was hosted by Azad Foundation, an ASPBAE member

organisation based in New Delhi. [BACK]

In her presentation during the

consultation, Vice Minister for

Education, Dulce de Jesus Soares,

shared the efforts of the

government to improve the

quality of education, one of the

most challenging areas of

education in the country.

Timor Leste education coalition holds first SDG4 consultation in the country 22 September 2016, Dili, Timor Leste

To sustain its advocacy for SDG4/Education 2030, the Timor Leste Coalition for

Education (TLCE) was the first to organise a consultation on SDG4

implementation in the country. The event was attended by the Vice Minister for

Education, Dulce de Jesus Soares, and key representatives of relevant

government agencies and development organisations involved in SDG planning

and implementation in Timor Leste.

The consultation received positive feedback from the Ministry of Education (MoE)

and development partners since it raised the awareness of civil society

organisations and the broader public on government commitments to education.

The consultation was largely attended also by the youth sector targeted by the

coalition to get involved in education policy engagement and in advocating for the

implementation of SDG4 in the country.

In her presentation during the consultation, the Vice Minister for Education shared

the efforts of the government to improve the quality of education, which is one of

the most challenging areas of education in the country. She also provided a brief

snapshot of the SDG4 commitments and made references to the unfinished goals

under the education for all (EFA) agenda which the country still needs to pursue.

She shared a summary report of what Timor Leste has achieved in education as

of 2015, especially in the areas of improving access to schools, reviewing and

improving curriculum, and improving facilities.

Nevertheless, she also acknowledged that SDG4 focuses not only on schools but

on all aspects of education. In implementing the SDG4 in Timor Leste, the MoE

plans to focus on, amongst others, aligning education policies within a lifelong

TLCE organised the first SDG4 consultation in Timor Leste. The meeting

was largely attended by the youth constituency to get involved in education

policy and advocacy for SDG4 implementation in the country.

Participants agreed that the research should highlight and propose learning

from good practices related to education and skills training for marginalised

women, and identify issues and recommendations for policy advocacy on financing for skills training and education.

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TLCE will sustain its engagement

with the Ministry of Education to

ensure that SDG4 will be

translated into clear and concrete

programmes, policies, and

budgets in the country.

learning framework, improving recurrent education programs for those who

dropped out and for youth and adult illiterates, continuous improvement of the

curriculum and teaching methodology, improving the quality and capacity of

teachers, and looking at maximising limited resources.

The Vice Minister recognised the enormous challenges in delivering the full SDG4

for a country like Timor Leste, especially when looking at key indicators, but she

affirmed that the government must ensure the implementation of SDG4. She

concluded by saying that education is important to ensure development for Timor

Leste.

ASPBAE’s Helen Dabu also attended the consultation and presented the salient

points of the SDG4/Education 2030 Framework for Action (FfA) and linked this

with the presentation made by the Vice Minister for Education.

TLCE will continue to engage the MoE on SDG4, which will be facilitated by the

attendance of the MoE representative to the Asia Pacific Meeting on Education

2030 (APMED 2) organised by UNESCO-Bangkok from 16-18 November 2016

aimed at building the technical capacity of governments to implement the SDG4.

This APMED 2 meeting will be attended by the TLCE representative with the

endorsement and support from ASPBAE (the Asia Pacific CSEF Regional

Secretariat) which ensures that civil society organisations, especially the

education campaign coalitions in the region, are provided a space in this

important forum. TLCE will sustain its engagement with the MoE to ensure that

SDG4 will be translated into clear and concrete programmes, policies, and

budgets. [BACK]

The Central Asia workshops were

held to enhance knowledge on the

SDGs, especially SDG4, and build

capacities of CSOs on education

budget tracking for advocacy for

increased budgets to education.

Building capacities for education advocacy in Central Asia 18-31 October 2016, Dushanbe, Tajikistan; Bishkek, Kyrgyzstan

Advancing on the advocacy initiatives in Central Asia, ASPBAE organised two

workshops in Kyrgyzstan and Tajikistan on the Sustainable Development Goals

(SDGs) and budget tracking. The workshops were organized to: (1) enhance

knowledge on the SDGs, especially the education goal in the SDGs (SDG4), with

emphasis on national indicator development; and (2) build capacities of local civil

society organisations on education budget tracking to spur advocacy for an

increase in budget allocations towards education and for appropriate spending.

The workshops were facilitated by ASPBAE’s Rene Raya and Susmita

Choudhury. In the workshop in Kyrgyzstan, representatives from approximately

20 civil society organisations, members of the coalition in the country, participated

in the event. The global indicators for each of the SDG4 targets was explained,

with discussions focusing on the country context related to each of the targets

and indicators. The last two days of the workshop were dedicated to education

budget tracking where participants learnt the tools of tracking budgets, analysing

expenditure, and identifying the messages to advocate. Participants also worked

on the budget cycle of the country and identified the different stages of the budget

monitoring process. A plan of action was developed at the end of the workshop

by the coalition members to form a working group on the SDG4 indicator

Participants of the SDG4 consultation in Timor Leste - where ASPBAE’s Helen

Dabu presented the SDG4/Education 2030 Framework for Action.

ASPBAE organised two workshops in Kyrgyzstan and Tajikistan on SDG4 and budget tracking. The workshops were

facilitated by ASPBAE’s Rene Raya and Susmita Choudhury.

ASPBAE THIS MONTH October 2016 www.aspbae.org

Page 15 of 20

development processes. They also agreed to undertake budget tracking as an

activity in the coming months.

In Tajikistan, representatives from 15 organisations participated in the workshop

that focused on the SDGs and SDG4. Participants, who came from the capital

city and from the provinces, discussed the education system of the country, the

quality of education, and the challenges of education in Tajikistan. They identified

key issues related to education in the country and worked together to develop

national level indicators of SDG4. One of the challenges in Tajikistan is low

budgetary allocations by the government for education. The facilitators of the

workshop highlighted the importance of monitoring budget allocations as well as

expenditure of the national education budget. Participants expressed the need of

a further detailed training on budget tracking in order to undertake such an activity

in Tajikistan. [BACK]

Exploring gender equality in education with NEW Indonesia 16-17 October 2016, Jakarta, Indonesia

Among the several capacity building initiatives offered by ASPBAE to its member

organisations and strategic partners, gender equality in education was one that

was requested by NEW Indonesia, the national education campaign coalition in

Indonesia and ASPBAE’s member organisation based in Jakarta. The workshop

brought together approximately 30 members and partners of NEW Indonesia to

strengthen their perspectives and deliberate on action steps towards gender

equality in education.

The workshop began with the national coordinator of NEW Indonesia, Abdul

Waidl, welcoming the participant group and exploring steps for tangible action to

promote gender equality in education within the context of Indonesia.

Participants were invited to work in groups to discuss and prioritise their learning

objectives regarding the workshop. ASPBAE’s Cecilia Soriano summarised the

learning objectives of the workshop as being exchanging information and

experiences on gender mainstreaming, building capacities for mainstreaming

gender in all aspects of the organisation, and enabling education policy advocacy

with a gender lens.

The understanding of the different dimensions of gender inequality was facilitated

through an activity of sharing one’s mother’s name, her strength and one

opportunity that she did not avail of, which would have made her life happier and

meaningful. Participants related well with their sharing to gain an understanding

of the inequalities faced by women and the inter-relation of patriarchy, poverty,

and powerlessness which perpetuated their subjugation and discrimination over

generations. The extent and expressions of gender inequality was further

explored through a quiz, highlighting access to education, health care, property

and resources, political participation, amongst others.

Ms. Masruchah, a member of the National Commission on Violence Against

Women, was invited to make a presentation on the work on gender equality in

Participants of the workshop in Kyrgyzstan and Tajikistan engaged in

sessions and activities dedicated to the status of education and in highlighting the

importance of monitoring budget allocations and expenditure of national

education budgets.

ASPBAE and NEW Indonesia organised a ‘Gender and Equality in Education’

workshop for its members in Jakarta. The workshop aimed to strengthen capacities

and deliberate on action steps towards gender equality in education.

The workshop addressed issues of gender inequalities linked to education, health care, property and resources, and

political participation.

ASPBAE THIS MONTH October 2016 www.aspbae.org

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education in Indonesia, wherein she presented the different approaches

implemented for promotion girls’ access to education in Indonesia.

The presentation of the Gender, Equality and Education Report Card (South Asia)

enabled the understanding of a tool to visibilise and measure different domains

of gender equality in education - governance; capabilities; resources and

opportunities and, security. The participants were then invited to use this tool to

analyse the national statistics for Indonesia pertaining to these domains. The

challenges identified by participants was access to relevant statistics, and several

other areas within all the four domains that needed attention to promote gender

equality in education. The framework of right to education, rights within education,

and rights through education was appreciated by the participant group. NEW

Indonesia committed to taking the discussion ahead to identify and prioritise

issues for building campaigns and engaging in policy advocacy to promote

gender equality in education. [BACK]

International partners of the Civil

Society Education Fund (CSEF)

met to share updates and reflect

on the key successes and

challenges in the CSEF

programme. ASPBAE’s Bernie

Lovegrove and Helen Dabu

participated in the meeting and

shared updates from the Asia

Pacific region.

International partners reflect on successes and challenges of the CSEF programme 12-13 October 2016, London, U.K.

International partners of the Civil Society Education Fund (CSEF), led by the

Global Campaign for Education (GCE), met in London to share updates and

reflect on the key successes and challenges in the CSEF programme. Members

of the CSEF International Partners Group (IPG) also shared their current

initiatives, especially work around SDG 4/Education 2030 processes, and

identified points of convergence with the ongoing work in the regions and

countries supported by CSEF.

David Archer, representing the CSEF Global Oversight Committee (GOC), also

participated in the meeting and emphasised the need to build a stronger network

and ensure that civil society organisations (CSOs) play a vital role in the Global

Partnership for Education (GPE).

Representatives from the regional partners of GCE from the Asia Pacific, Latin

America, Africa, and Middle East and Eastern Europe shared updates of their

respective work, especially in working with and providing capacity and advocacy

support to education campaign coalitions supported by the CSEF.

ASPBAE’s Bernie Lovegrove and Helen Dabu participated in the meeting and

shared updates from the Asia Pacific region. They highlighted successes and

challenges since the last IPG meeting held on October 2015 and noted that there

was good progress around CSEF objective 1, i.e. “To support effective civil

society representation and engagement in education sector policy dialogue”. A

significant number of activities were carried out around engagement in policy

processes, especially around the SDGs and SDG4. There have been a number

of meetings, consultations, fora, and workshops that coalitions and ASPBAE

have taken part in. National coalitions have organised consultations and

dialogues on SDG4 in at least 6 countries with a sub-regional consultation

organised in the South Pacific – contributing to the processes of popularising and

ASPBAE’s Anita Borkar (R) and Cecilia Soriano facilitated the workshop.

Representatives from the regional partners of GCE from the Asia Pacific, Latin

America, Africa, Middle East, and Eastern Europe shared updates, especially in

working with and providing capacity and advocacy support to education campaign

coalitions supported by CSEF.

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Page 17 of 20

ASPBAE’s Bernie Lovegrove

shared key focus areas of

advocacy work and capacity

support to coalitions for 2017 in

the region which include an

advocacy to push for SDG4

implementation, education

financing, and coalition

sustainability.

concretising SDG4 at the country level. At least 6 coalitions have also been active

in work around education privatisation, with 4 of these involved in lobbying within

UN human rights mechanisms to make the case for the adverse impact of

education privatisation on the right to education. In concluding the Asia Pacific

presentation, Bernie shared the key focus areas of advocacy work and capacity

support to coalitions for 2017 in the region which include, amongst others,

advocacy to push for SDG4 implementation, education financing, and coalition

sustainability.

Towards the end of the meeting, the IPG members and regional partners

discussed and agreed on concrete commitments and areas for capacity support

and collaboration through IPG involvement in CSEF phase III (2016-2018).

[BACK]

The focus of ICAE’s strategic plan

is to sustain policy advocacy and

capacity building to contribute to

achieving SDG4, particularly the

targets on youth and adult

learning and education.

ICAE strategic plan focuses on advocacy and capacity building to contribute to achieving SDG4 5-7 October 2016, Amman, Jordan

In honouring the commitment to meet the members in the different regions, the

International Council for Adult Education (ICAE) conducted its annual Executive

Committee (EC) meeting in Amman. ASPBAE President, Robbie Guevara, who

is the ICAE Vice President for the Asia Pacific, participated in the meeting that

discussed operationalising the new ICAE strategic plan. The focus of the strategic

plan is to sustain policy advocacy and capacity building to contribute to achieving

SDG4, particularly the targets on youth and adult learning and education.

Before the meeting, some of the EC members met with representatives of the 4

As - the Arab Network of four active networks in the field of literacy and adult

education - and DVV International. The four networks are the Arab Network for

Literacy and Adult Education (ANLAE), Egypt; the Arab Network for Popular

Education (ANPE), Lebanon; the Arab Campaign for Education for All (ACEA);

and the Arab Network for Civic Education (ANHRE), Jordan.

The meeting coincided with a number of regional events, such as a workshop

entitled ‘Adult Education: Failure and Prospects for Renewal in the Arab

World’; the presentation of the key findings of GRALE III (the 3rd Global Report

on Adult Learning and Education), and the civil society consultation on Rethinking

Education. [BACK]

Bunyad Foundation in Pakistan runs non-formal education centres for bonded labourers

Bunyad, in partnership with the Labour and Human Resource Department,

Government of the Punjab, has been implementing a project entitled ‘Elimination

of Child and Bonded Labour Project’ since June 2016 in three districts of Punjab

(Hafizabad, Sialkot, and Rahim Yar Khan).

The key focus of the project is to eliminate all forms of exploitative work practices

through – (1) social mobilisation and establishing non-formal education centres

Before the ICAE Executive Committee meeting, some EC members met with

representatives of the Arab network of 4 organisations working on literacy and

adult education.

Bunyad has been working in the field of education for bonded child

labour for many years, rehabilitating 38,000 child labourers.

ASPBAE THIS MONTH October 2016 www.aspbae.org

Page 18 of 20

for children (2) providing income generating skill trainings (3) conducting health

screening of enrolled children in non-formal education centres (4) ensuring birth

registration of children and Computerized National Identity Cards (CNICs) of their

parents (5) improving working conditions by adopting Occupational Safety and

Health (OSH) Standards, and (6) providing micro credit facilities.

So far, 20,463 children of bonded labourers have been enrolled in 612 non-formal

education centres. 612 teachers have been trained in teaching methodologies

(lesson planning, classroom management, phonics, reporting, and assessment

of learners) and community mobilisation.

Bunyad has been working in the field of education for bonded child labour for

many years, rehabilitating as many as 38,000 child labourers. It was awarded by

the Federal Ombudsman of Pakistan and UNICEF for its innovative projects for

the Elimination of child labour in Pakistan in a ceremony on 1August 2016 on the

occasion of the World Day Against Child Labour 2016. [BACK]

GCE launches new report on low-fee private schools 6 October 2016, Washington D.C., U.S.A

The Global Campaign for Education launched its new report, ‘Private Profit,

Public Loss: why the push for low-fee private schools is throwing quality

education off track’, on the impact of education privatisation.

The report sets out the corrosive consequences – greater inequality and social

segregation – of increasing privatisation in education, and casts serious doubt on

the ability of for-profit, low-fee private schools to achieve quality education for all.

It explores the claims being made by advocates for low-fee private schools –

which include the multinational publishing giant Pearson PLC, billionaires Bill

Gates and Mark Zuckerberg, the World Bank Group, and the UK’s Department

for International Development – that they can provide quality education to the

poorest families and, on examination of a broad spread of evidence, finds such

claims wanting.

Five core arguments made in favour of low-fee private schools are considered -

that they offer better quality education, are affordable, expand access, are more

efficient and innovative, and that they respond to parental demand, driving up

standards through offering choice and competition. It also examines the impact

on public education systems of the pursuit of private sector engagement, as well

as the broader impacts on equality and the lives of the most marginalised people.

On quality, chronic underfunding of the education sector has led to dismal

educational outcomes, but private schools are also performing poorly. Trained

teachers are acknowledged by States as one of the most critical factors in

realising quality – but they are being substituted for standardised lessons, often

taught by tablet, and by teachers who in the most extreme situations have had

only 4 days training.

Bunyad’s ‘Elimination of Child and Bonded Labour Project’ aims to eliminate

all forms of exploitative work practices through social mobilisation, non-formal education, skills training, ensuring birth

registration of children, promoting occupational health and safety, and the

provision of micro credit.

GCE’s new report sets out the corrosive consequences – greater inequality and

social segregation – of increasing privatisation in education, and casts

serious doubt on the ability of for-profit, low-fee private schools to achieve quality

education for all.

ASPBAE THIS MONTH October 2016 www.aspbae.org

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The report asserts that the public

sector is the best chance for the

next generation of children to

receive a quality education, and

with sufficient financing, strong

policies, and political will, the

failings of such systems can be

repaired.

On affordability, the sums simply do not add up. In Nigeria, for example, the

average cost to send two children to a low-fee private school would consume

almost 40% of the monthly minimum wage – yet 60% of the population live below

the poverty line, earning at most only 72% of minimum wage. In Kenya, half of all

households earn KES 7,000 ($75) or less; even assuming a baseline fee cost of

$6 a month, sending 3 children to a Bridge Academy would cost at least 24% of

their monthly income. More realistic monthly costs of about $17 (to include school

meals, uniforms, books and other costs) this would rise to at least 68% of monthly

income. 47% of Kenya’s population lives below the poverty line, and for some

rural counties, this can be as high as 70%.

It is rarely the most marginalised children who attend low-fee private schools. The

majority of the world’s out-of-school children live in rural areas, and over a third

live in areas suffering disaster or conflict – yet low-fee private schools, and

certainly not chains, are rarely found here. Worse still is that girls and children

with disabilities are the most likely to suffer from the imposition of a fee.

Far from driving up education standards, increased choice and competition in the

education sector have been shown to exacerbate inequalities, and create

stratified systems where the poorest are left behind.

GCE President, Camilla Croso, stated – “The explosion of low-fee private

schools, and their endorsement by governments and donors, is a blight on the

commitments of States which pledged to honour the right to free, quality,

education for all less than a year ago at the UN Sustainable Development

Summit. Achieving universal, basic education the world over has always

depended on the building of a publicly owned and run education system – and

serious investments must be made in them, not in for-profit ‘edu-businesses’.

There should be no room for profit-making from education – and certainly not

from the poorest people in our societies.”

The report asserts that the public sector is the best chance for the next generation

of children to receive a quality education, and with sufficient financing, strong

policies, and political will, the failings of such systems can be repaired. It also

requires a united stand in favour of robust state regulation of private education

provision. For decades States have committed to providing quality education for

all, but the reality is that sufficient funding has never been realised. The report

warns that diverting the funds which do exist to for-profit private sector providers

will further erode already weak public systems, and deny another generation of

their right to free, quality education.

This write-up has been adapted from an article appearing on the GCE website.

[BACK]

Bulletin continued on next page…

Far from driving up education standards, increased choice and competition in the

education sector have been shown to exacerbate inequalities, and create

stratified systems where the poorest are left behind.

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Page 20 of 20

ANNOUNCEMENT

To celebrate World Teacher’s Day, UNESCO Bangkok released the following

publications –

1. Teacher Status and Career Paths in Asia Pacific: Promoting Teacher

Growth in Education Policies and Practice [UNESCO Asia-Pacific

Education Thematic Brief, October 2016]

2. Teachers in the Asia-Pacific: Career Progression and Professional

Development

Click on the link to view the UNESCO Bangkok press release - Teachers’

professional advancement often stunted in Asia-Pacific, new report finds. [BACK]

Publishing ASPBAE’s write-ups: Please contact ASPBAE’s Information and Communications Coordinator, Medha Soni, at medha.aspbae@gmail.com if you wish you re-produce any material published in this Bulletin.

Photo credits: Some photos used in this Bulletin have been sourced from the internet and belong to international NGOs, networks, and individual photographers.