positioning education more centrally in the sustainable development agenda global monitoring report...
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Positioning education more centrally in the
Sustainable Development Agenda
Global Monitoring Report
UKFIET Symposium, University of Oxford, UK
16 September 2015
Priyadarshani Joshi and Asma Zubairi
The 2016 Report
MONITORING
Need to establish an initial framework for monitoring SDG 4 and education related targets, including measurement strategies and indicators
The main target audiences in monitoring SDG 4
are within the education community
2016: A Turning Point
THEMATIC
Need to position education more centrally in relation to the broader SDG agenda
Broaden the interpretation of education
Reach out to stakeholders in non-education sectors
Highlight how education needs to be centrally situated in the SD agenda to enable the achievement of the SDGs
Understand the reciprocal linkages between education and the other SDGs
Understand the complex processes that tie education and other SDGs
Determine which education strategies, policies and programmes are most effectively linked to the economic, social, environmental, and political priorities of the new SD agenda
Situate education in the existing socioeconomic and political realities
Objectives of the thematic section
Array of learning opportunities throughout life – from early childhood to adolescence and adulthood, in both formal and non-formal settings
Having an integral role in ensuring that people have access to better livelihoods, influencing decision-making, informing people of the risks they face and empowering them to develop and adopt strategies that are relevant and feasible in their local communities
Having institutional effects on major aspects of society, economy and culture
Working conceptions of education
Focus on the SDG agenda – anticipate key changes and innovations looking ahead at the next 15 years
Literature-driven theoretical arguments and research evidence
Understanding of sector-specific perspectives on education, and how education can help achieve the sector’s goals
In-depth case studies
Research approach for the thematic section
Sustainable Development
Inclusive Economic
Development
Inclusive Social
Development
Governing to achieve
peaceful and inclusive
societies, and fulfil the SD
agenda
Environmental Sustainability
Situating education more centrally in the SD agenda
Education’s role in economic development, poverty reduction and inequality (conceptual)
Productive and decent work (changes in the world of work and structure of employment, challenges and opportunities in extending opportunities for decent work)
Expansion and greening of economies (occupational and skills requirements, policies to achieve these transitions)
• Transitioning to sustainable, inclusive economic paths
Inclusive economic development
Education (vulnerability -> disabled populations; conflict and forced displacement)
Gender equality and empowerment (structural inequalities)
Health and nutrition (broaden scope to cover healthcare delivery, non-communicable diseases)
Water, sanitation and hygiene practices (behavioural change)
• Ensuring human rights and dignity through basic service provision • Improving knowledge, influencing values and attitudes to change
discriminatory norms and promote healthier practices
Inclusive social development
• Transforming consumption and production patterns, learning how to live within planetary boundaries
Environmental issues and the conditions for agency (structural influences, improve awareness, improve willingness to act, indigenous perspectives, how to build knowledge and agency)
Sustainable Consumers (voluntary changes in habits)
Sustainable Producers (individuals, SMEs, corporations)
Resilience and adaptation to climate change impacts
Evidence/examples linked to climate change, biodiversity loss, resource scarcity, and pollution prevention and control to be interwoven
Environmental sustainability
Education’s role in increasing political participation
Functioning of the justice system
Governing
Effective and capable institutions
Financing for sustainable development
Integrated planning to be interwoven into discussion
… and fulfil the sustainable development agenda
to achieve peaceful and inclusive societies…
An urbanizing world - the scale and speed of urbanization presents an intensification of challenges and opportunities
Spatial issues are more than dichotomous rural-urban issues and often not nation state bound
Education as key intermediary for capitalizing on the physical, intellectual and social capital available in cities, and leveraging appropriate opportunities in smaller sized human settlements
Understand urbanization in terms of economic, social, environmental and governance dimensions to highlight key education and learning ideas
Motivation: why analyse spatial dimensions of development?
Relevant education and skills for farm and non-farm employment To access urban markets, for micro-enterprise
development To enhance agricultural productivity and ensure food
security
Education planning given shrinking populations and low density Implications of demographic changes for education
planning Retaining educated populations for rural productivity
Rural development in the context of rapid urbanization
Cities require a concentration of highly educated populations for their functioning, productivity and competitiveness
Knowledge clusters in cities are growth centres, and likely to foster the technology-based innovations needed for sustainability challenges
The informal sector has major productivity and innovation potential to help develop localized solutions and influence the formal sector
Productivity and innovation
Documenting the inequality in living conditions, especially in education Better understanding the extent of inequality with
spatial mapping analysis School choice (public versus private, and other) as a
cause and consequence of stratification
Social complexity of city environments Crime and violence, and its links with educational
opportunity High levels of diversity – education attempts to increase
inclusiveness
Inequality and social complexity
Cities as intense sites of consumption and production Lowering consumption and preventing waste Mass transit and cycling for sustainable urban mobility Promoting healthier lifestyles Water, sanitation and hygiene practices
Comprehensive and sustained approaches, which include education and learning interventions, are required for changes in behaviour
Lowering consumption -> growing awareness, but even in the most motivated contexts there is a lack of supportive government and corporate environment
Promoting environmentally and socially sustainable behaviour
Evolution in professional urban planning and implementation – emphasis on local relevance, complexity of urban problems
Participatory governance - Using knowledge as a means to empower and exercise collaborative governance
Global networks of city governance Transnational city networks and learning partnerships Mayors are prominent and linked to major cross-cutting
networks (e.g. C40)
Challenges faced by city governments “19th century institutions trying to fulfil the requirements of a
21st century world” Constraints of local government capacity, jurisdiction,
financing; balancing growth and inclusion goals
Planning and governing the future city
Education as vitally important for knowledge-based urban development
To change behaviour and reduce inequality, learning interventions need to be integrated into comprehensive interventions that are driven by inclusionary planning, and have popular, political and corporate support
Need an emphasis on understanding and leveraging formal and informal knowledge networks, and utilizing knowledge-driven collaborative, adaptive governance
Prioritizing education in an integrated city governance framework will require outreach by education stakeholders, and legislative mandate and funding
Emergent conclusions
Financing within
monitoring section
Financial policies
promoting equity
Aid for scholarships
Prospects for developing
national education accounts
Prospects for improving
financial data
Part I: situating finance in the monitoring of education goals
Financing for sustainable
development
Domestic resource
mobilisation
Integrated financial
planning (at national
and global level)
Aid’s role in catalysing additional resources
Governance of education
resources and service
delivery
Part II: situating finance in the SDG agenda
Domestic resource mobilisation for education“Strengthen domestic resource mobilisation, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection” (SDG 17.1)
Issues to be addressed are:
1. Role of education: The importance of the education sector in building the foundation for a sustainable tax culture
2. Extra resources for education: Different mechanisms through which additional resources can be mobilised for education between now and 2030
3. Collection and spending: The linkage between government revenue collected through tax and government expenditure e.g. tax earmarking
4. Impact on wealth inequalities: Link between the types of tax mobilisation and social spending and the impact this has on affecting wealth distribution
5. Sustainability: Sustainability of revenue collection today from natural reserves to be spent on future generations on education e.g. windfall funds for educating future generations
Integrated financial planning in the education sector“Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilise financial resources to support the achievement of the SDGs in all countries” (SDG 17.16)
National level perspectives
Whole-of-government approaches are moves away from isolated silos in response to the growing complexities of many problems requiring collaborative response. Integrated finance planning is one of these approaches
1. UN Surveys reports that 65% of high-income countries have a whole-of-government approach compared to 2% in low income countries
2. Based on budget data for 78 countries, GMR will analyse the extent of integrated planning practices. Two/ three case studies will consider integrated financial planning from the following perspectives:
(a) across different sectors (e.g. health, water & sanitation and education
(b) between different stakeholders (e.g. government, development partners)
(c) between different levels of government (e.g. national and local)
(d) between different sub-sectors of education (e.g. ECCE, primary education)
3. Case study approach will also piece together where resources for different areas of education are coming from within the government budget
Integrated financial planning in the education sectorDonor perspectivesDonor agencyWork would build on the ongoing work being done by OECD and ODI on what the development agency of the future would look like. The GMR focus would specifically be on:1. Integrated planning within donor agencies: across multiple departments,
across sectors, between different sub-sectors of educationGlobal level1. Integrated planning at global level between donor agencies: division of
labour between sectors, sub-sectors of education, recipient countries2. The multilateral aid architecture - what it is now:
• A fragmented multilateral landscape: over 200 agencies with their own global governance structure
• Trends in how bilateral donors are using the multilateral system to channel funds: un-earmarked funding being overtaken by earmarked funding or that through multilateral vertical funds e.g. GPE
3. What a global aid architecture for education would need to look like for a post-2015 framework: a focus on the role of the Global Partnership for Education
Governance and service delivery in the education sectorAny debate on education financing in the post-2015 era would need to explore the reasons for the asymmetric relation between investment and the provision of good quality public services.
Ideally good governance (transparency and accountability and the effect on resource allocation) equals good service delivery (efficiency, effectiveness and equity). In practice while the link between transparency and accountability is strong, the causal impact of more transparency on better service delivery is less conclusive.
Areas the section would look at are:
1. Mapping of successful governance reforms: Governance reforms, and how they are implemented and the unlocking of efficiency gains for scarce resources which lead to better service delivery.
2. The particular role that education can play in affecting better fiscal governance: Examining case studies where the role of educating stake-holders in matters relating to public finance has led to positive outcomes on indicators of governance relating to spending
3. Decentralisation of fiscal functions: The link between governance issues relating to fiscal transparency, accountability and resource allocation and the effect on service delivery in education sector within various decentralised settings
Unlocking the resources needed to meet the SDGs“Mobilise additional financial resources for developing countries from multiple sources” (SDG 17.3)
With the cost of implementing the SDGs projected to cost trillions rather than billions, how can additional resources for education be mobilised to ensure sustainability of financing?
Two specific areas to be explored further will be:
1. Social Impact Bonds/ Development Impact Bonds Drawing on the experience of the 47 Social Impact Bonds globally the section will look at the viability of such a model for education and the funding mechanisms in use
2. Donor support to improving Domestic Resource Mobilisation Current overview of which donors are supporting DRM; what donors are doing in relation to DRM; which countries are receiving support and whether donors’ DRM disbursements are helping increase expenditure to social sectors.