INEE Global Consultation Report March 2016s3.amazonaws.com/inee-assets/resources/INEE_Global_Consultation... · government officials, private sector and business representatives,

ReportfromtheINEEGlobalConsultationonEducationinEmergenciesandProtractedCrises,PhaseII

January-March2016

byAllisonAnderson

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TableofContents1.ExecutiveSummary2.Background3.INEEGlobalConsultationFindingsandRecommendations

3.1ConsensusontheConceptualFramework(Question1) 3.2ConsensusonPriorityFunctions(Question2) 3.3ConsensusontheScaleandEffortsoftheCommonPlatform(Question3)

4.NextStepsAnnexI:CommentspertainingtothegovernanceandinstitutionalarrangementsoftheCommonPlatformAnnexII:Listofparticipants********************************************************************

1ReportfromtheINEEGlobalConsultationonEducationinEmergenciesandProtractedCrises,PhaseII

1.ExecutiveSummaryThisreporthighlightsareasofconsensus,concern,andrecommendationpertainingtoquestionsposedontheconceptualframework,priorityfunctions,andscaleoftheproposed“CommonPlatform”foreducationinemergenciesandprotractedcrises.ThisreporthasbeensharedwiththeOverseasDevelopmentInstitute(ODI)andtheTechnicalStrategyGroupthatissteeringtheCommonPlatformdesignprocess.ThefindingsandrecommendationsinthisreportaremeanttoinfluencearevisionoftheODIpaperdetailingaframeworkfortheCommonPlatform.Theoutcomeofthisprocesswillbeafinaldocumentuponwhichgovernments,NGOs,anddonorswillagreeasthewaytowardsastrengthenedresponsetoeducationinemergenciesandprotractedcrises.Between19January-12February2016,morethan500peopleparticipatedintheINEEglobalconsultationprocess;morethan315peopleparticipatedinin-personconsultationsandonlinediscussionforums,and192individualsfrom53countriesrespondedtotheonlinesurvey.Face-to-faceconsultationswereheldinCanada,Lebanon,Mali,Pakistan,Somalia,SouthSudan,Switzerland,Syria,Uganda,theUnitedKingdom,andtheUnitedStates,involvingrepresentativesfromUNagencies,educationclusters,internationalandlocalNGOs,civilsocietyorganizations(CSOs),donors,governmentofficials,privatesectorandbusinessrepresentatives,academics,teachers,students,andmembersfromcrisisaffectedcountries.AfulllistofparticipantscanbefoundinAppendixII.ConsolidatedfeedbackwasreceivedfromtheBasicEducationCoalition’s(BEC)EducationinCrisesWorkingGroup,theGlobalBusinessCoalitionforEducation(GBC-Ed),theGlobalCampaignforEducation(GCE),theGlobalCoalitiontoProtectEducationfromAttack(GCPEA),theInternationalPediatricAssociation(IPA)anditsTechnicalAdvisoryGrouponHumanitarianEmergencies,theUnitedNationsGirlsEducationInitiative(UNGEI)andtheUNSecretaryGeneral'sGlobalEducationFirstInitiativeYouthAdvocacyGroup(GEFI-YAG).Inaddition,organizationalsubmissionswerereceivedfromActionAidInternational,theBritishCouncil,theDanishEducationNetwork,HumanRightsWatch’sDisabilityRightsDivision,JesuitRefugeeService/USA,theMalalaFund,theNorwegianRefugeeCouncil,OxfamandOxfamIBIS,PlanInternational,SavetheChildren,Theirworld,andWarChildUK.Manyofthesesubmissionswerebasedonextensiveconsultationwithmembersworkingatlocal,national,andinternationallevels.Allindividual,groupconsultation,andorganizationalsubmissionsreceivedduringthisconsultationareavailableonline.


ThevastmajorityofconsultationrespondentsapplaudtheTechnicalStrategyGroup’seffortstoaddressthesignificantgapinfundingforprotractedcrisesandwelcomedtheopportunitytoprovideinputontheproposedplatform.Overwhelmingly,respondentsfavortheestablishmentofaplatformthatwillfocusonthefunctionsofinspiringpoliticalcommitmentandgeneratingnewandincreasedfundingforeducationinemergenciesandprotractedcrises.Theplatformshouldsupporttheexistinghumanitarianarchitecturetomoreeffectivelycarryoutthefunctionsofimprovingplanningandresponseacrossthehumanitarian-developmentcontinuum;buildingnationalandglobalcapacity;anddatacollectionandevaluationforlearningandinnovation.

AsforthescaleofaCommonPlatformandhoweffortsmightbefocused,thevastmajorityofconsultationrespondentspreferOption3–oraversionofit–becauseitisthemostcomprehensiveandambitiousoftheoptions,withthepotentialtoimpactthegreatestnumberofchildrenandyouth.Amajorityofrespondentsalsopreferthefocusonreachingthemostmarginalizedchildrenandyouthwithinforgottenandunderfundedcrisesacrossthehumanitarian-developmentcontinuum,includingprotractedcrises.ItshouldbenotedthatmanyglobalconsultationparticipantsexpressedconcernaboutthelackofclarityandtangibledetailwithintheODIpaper,and

indicatedthatthisimpededtheirabilitytoprovidein-depthresponses.AdraftofthisreportwassharedwiththeODIteamimmediatelyaftertheINEEglobalconsultationsothatthefeedback,questions,andrecommendationscouldinfluenceanewversionoftheproposalontheplatform.TheTechnicalStrategyGrouphasalsotakenupseveraloftherecommendationsfromtheconsultationprocess,suchashavingmorecivilsocietyrepresentationintheprocess.INEEwillcontinuetostaycloselyengagedinthisprocessofstrengtheningtheresponsetoeducationinemergenciesandprotractedcrises,countingonthevoicesandactionsofitsmembers.Forupdatesandmorewaystobeinvolved,INEEmembersareencouragedtovisittheINEEwebsite(www.ineesite.org),followINEEonFacebookandTwitter,andsubscribetotheINEElistserv.2.BackgroundTheneedtoensuretherighttoeducationinemergenciesandprotractedcriseshastoolongbeenneglected,butthereisnowgrowingrecognitionofitscentralimportance.InJanuary2015attheWorldEconomicForuminDavos,theUNSpecialEnvoyfortheRighttoEducation,GordonBrown,broughtglobalattentiontothedireconsequencesofconflicts,naturaldisasters,andepidemicsforchildren’seducationandthelackofavailablefundingforthisissue.Mr.Brownconsequentlycalledfortheestablishmentofanewfundforeducationinemergencies,whichhaspromptedarenewedconversationamongdevelopinganddonorcountries,UNagencies,andnon-governmentorganizationsabouthowbesttosolvethesechallenges.


AttheOsloSummitonEducationforDevelopmentheldinJuly2015,seniorrepresentativesofinternationalagencies,governments,andnon-governmentalorganizationsmadeacommitmenttoaddressthedisruptionofeducationandlearningincountriesexperiencingemergenciesandprotractedcrises.Thatdecisionwasinformedby‘EducationinEmergenciesandProtractedCrises:Towardastrengthenedresponse’,apaperthatwasproducedbytheOverseasDevelopmentInstitute(ODI)inadvanceoftheSummit.ThispaperwasconsultedonduringwhatisnowknownasPhaseIofthisprocess,andtheoutcomesofthatconsultation,includingafinalreport,areavailableontheINEEwebsite.TheOsloSummitalsosawthecreationofaTechnicalStrategyGroup(TSG),co-chairedbytheUKandCanada,whichisoverseeingaprocesstodevelopsolutionsthatwillstrengtheneducationresponseincrisiscontexts.TheTSGreportstoagroupofpolitical“champions”,convenedbyGordonBrown;JuliaGillard,theChairoftheGlobalPartnershipforEducation;andUNICEFExecutiveDirector,TonyLake.Energizedbythiscommitment,globalpartnershavemobilizedtoaddressthreeprincipalchallengesthathindertheprovisionofeducationincrisiscontexts:

1. fragmentedarchitectureandpoliticalwillacrossthehumanitarian-developmentcontinuum;2. poorgovernment,humanitarian,anddevelopmentcapacity;and3. inadequatefinancing.

ThesepartnersareworkingtogethertodevelopsolutionsthatwillprovidethebasisfordiscussionandagreementaheadoftheWorldHumanitarianSummitinMay2016.ODIwascommissionedbyUNICEFonbehalfoftheUNSpecialEnvoyforEducation,theGlobalPartnershipforEducation,keydonors,affectedgovernments,andotherstakeholderstodevelopapaperonthepropositionandoptionsforanew‘CommonPlatformforEducationinEmergenciesandProtractedCrises’.Thepaperaimstogeneratepolitical,financial,andoperationalcommitmenttomeetingtheeducationalneedsofmillionsofchildrenandyoungpeopleaffectedbycrisis.TheInter-AgencyNetworkforEducationinEmergencies(INEE)ledaglobalconsultationfrom19January-12February2016inordertofacilitatedialogueandcollectinputsfromallovertheworldabouttheproposedplatform.Theconsultation,whichfocusedongatheringreactionstotheplatform’sproposedconceptualframework,functions,andscale,providedactorsworkinginthefieldofeducationinemergencieswithastrategicopportunitytomakerecommendationstohigh-levelpolicymakerstoensurebetterandmoreeffectivesupportandfinancingforeducationinemergencies.INEEmembersandpartnerswereinvitedtoparticipateviaonlinediscussionforums,anonlinesurvey,awebinar,andthroughin-persondiscussionsandevents.Thelatterwereassistedbyafacilitator'sguideproducedbyINEEtosupportmembersandpartnersarranginglogisticsaswellasthecontentofaconsultation/discussion.AllconsultationchannelsandcommunicationswereavailableinallfiveINEEworkinglanguages–English,French,Spanish,Arabic,andPortuguese–exceptthewebinar,whichwasdoneinEnglish.3.INEEGlobalConsultationFindingsandRecommendationsGeneralconcernsandrecommendations WhilerespondentsexpressedappreciationfortheabilitytocommentthroughtheINEEglobalconsultationprocess,manyexpressedfrustrationwiththelackofclarityandtangibledetailwithintheODIpaperabouthowanew“CommonPlatform”willworkpractically,andmanyindicatedthatthisimpededtheirabilitytoprovidein-depthresponses.LinkedtothatwasageneralsensethattheconsultationwindowofJanuary19-February12wastooshortandthatcivilsociety,especiallyincrisis-affectedcountries,neededtobemorefullyengagedmovingforward.


TherewasnearunanimousagreementthatlackofdetailwithintheODIsummarypaperprecludesrobustrecommendations.Inparticular,thereisastrongcallforgreaterclarityandtransparencyasto:● Howtheplatformwillavoidduplicationofexistingactors,mechanisms,processes,androlesthatarevital

tothesuccessofthework,andinsteadlinkwith,becomplementaryto,andstrengthenthem,suchastheIASCEducationCluster(globalandcountrylevel),HRPprocessandOCHA,theGlobalPartnershipforEducation,INEE,andUNHCR.Itwouldbeusefultohaveamatrixshowingoverlapsandcomplementarities.

● Howtheplatformwillbridgethegapbetweenhumanitariananddevelopmentactions,helpingtoalignandbringconvergenceacrossexistinghumanitariananddevelopmentmechanisms,organizations,andbodies.Thesamegoesforprocesses:howtheplatformwilllinkexistingEiEmodalitiesandprojectplanningprocesseswithlonger-termplansandsustainedfundingmechanismstostrengthenexistingstructures,genuinelyfillgapsintheEiEresponse,andbridgethehumanitarian-developmentdivide.

● Howtheplatformwillgeneratenewfundinginthecurrentfiscalenvironmentandensureadditionalfinancing.Inparticular,thereisnotenoughoperationaldetailtounderstandhowproposedinnovativefinancingmodelswillfunction,theextentofpoliticalwillbehindtheircreation,andtheextenttowhichthesewouldleverageadditionalrevenue,whichhasimplicationsforthedesignandarchitectureoftheplatform.Anothercommonquestionaroundfundingwashowfundingwillbemadeavailable.

Anotherconcernhighlightedbymanysubmissionsisthatthepaperdoesnotmakeclearwhatroledifferentactorscanplayandhowtheycaninteractwithandcontributetothedecision-makingprocessesoftheplatform,fromcivilsocietytolocalandnationalNGOs,localeducationgroups,country-leveleducationclusters,localandnationalgovernment,thebusinesscommunity,internationalNGOs,UNagencies,GPE,INEE,etc.Thistiesintoarecommendationinthenextsectionaroundtheimportanceofincludingastrongfocusonaccountabilityandtransparencyintheguidingprinciplesoftheplatform.Manyrespondentsspecificallyrequestedbuildingaclearmechanismforconstituencyengagementandparticipation,includingpeopleaffectedbyemergencies.ItshouldbenotedthatasmallminorityofrespondentsfeltthatthecasehasnotbeensufficientlymadeforthecreationofacommonplatformasthebestapproachtoaddresstheglobalproblemsidentifiedintheODIsummary.OnerecommendationfromtheBasicEducationCoalition’sEducationinCrisesWorkingGroupistoprovidemoreinformationonhowthedecisiontoestablishaCommonPlatformwasmadeandthecomparativeadvantagesofsuchaplatform.Likewise,otherrespondentssuggestedamorenuancedarticulationofprosandconsforthecreationofaCommonPlatform,inparticularvis-à-visexistingmechanismsalreadyworkingtoaddressthechallenges.However,thevastmajorityofrespondentswelcomethecreationofaplatformwiththeunderstandingthattheoutstandingquestionsidentifiedaboveneedtobediscussedandaddressedwiththebroaderstakeholdersoftheeducationcommunitybeforetheplatformdesignprocessmovesforward.SpecificfeedbackfortheTechnicalStrategyGroup Manyrespondentsreportedconcernandfrustrationaboutthelackoftransparencyinthedecision-makingprocesswithintheTSG,andasensethatnotallinformationisbeingshared,especiallyaroundtheproposedstructure,logistics,andinstitutionalarrangementsforhostingaplatform.Severalsubmissionsbyorganizationsandbroadnetworks,aswellasindividualresponses,notedthathostingarrangementswillhaveasignificantimpactontheplatform’sabilitytogeneratethepoliticalcommitmentandadditionalfinancialresourcesneeded,andthatanalysisofthestrengthsandweaknessesofinstitutionsforachievingwhatislaidoutasthemissionandvisionoftheplatformisessentialforofferingthemostmeaningfulinput.Apartfromdisappointmentaboutthislackofinformation,thereisthepotentialforsuchlackoftransparencyfromtheTSGtounderminethesharedobjectiveofallstakeholderstobuildanambitiousandeffectiveplatform.


3.1ConsensusontheConceptualFramework(Question1)ConsultationQuestion1.DoyouhaveanyspecificchangestoproposetotheconceptualframeworkfortheCommonPlatform?Thefollowingsuggestionswererecommendedacrossamajorityofconsultationsubmissionsandmanyhavebeenintegratedintothesuggestedre-wordingoftheconceptualframeworkthatfollows.Needdefinedandconsistentterminology:

● Age:‘Childrenandyouth’shouldbeusedconsistentlyanddefinedas0-24years.Thedocumentreferstochildrenbetween3-15years;thisistoonarrow,giventhatthetwoends0-5yearsand14+yearsarecriticalforhumandevelopmentandlearningandusuallyfallthroughthecrackswithhumanitarianfunding.Moreover,anage-basedapproachisnotpracticalinareasofcrisiswheremanylearnersareoverageorhavebeenoutofschoolformanyyears.Instead,respondentssuggestedfocusingontherangeofeducationlevelsreferencedintheSDG4targets,connectingtotheapproachoftheSDGs,andbridgingthehumanitariananddevelopmentdivideindoingso.

● Quality:NeedtodefineandbringinlinewithSDG4(‘inclusiveandequitablequalityeducation’).Thefocusonequityandinclusionshouldbestrengthenednotonlyasguidingprinciplesintheplatform’sconceptualframework,butalsointheoperationalizationandimplementationofthePlatform.

○ Severalsubmissionsrecommendedthattheelementsof‘gender’,‘disability’,and‘safety’withinlearningspacesfromgender-basedviolenceandintermsofprotectingeducation(schools,learnersandstafffromattack)beincludedmoreconsistentlythroughoutthedocument.

○ DozensofrespondentsrecommendedthattheINEEMinimumStandardsshouldbeusedtoguidetheplatformondeterminingcriteriaforqualityandsafeeducationforalllearnersinemergenciesthroughtorecovery,reflectingtheholisticdomainsofCommunityParticipation,AssessmentandCoordination;AccessandLearningEnvironment,TeachingandLearning,TeachersandOtherEducationPersonnel,andEducationPolicyandthefactthatconflictsensitivityandriskreductionismainstreamedthroughoutthestandards.

● Learningandlearningoutcomes:Thepaperpointstotheimportanceoflearningand“improvedlearningoutcomes”–however,howlearningisdefined,howweaddresstheneedsofdifferentlearners,andhowthiswouldbemeasured,needstobeclarified.ThereweresomesuggestionsthatthecontextualizationoftheINEEMinimumStandardscouldhelpfillthisgap.

Moreover,respondentsnotedtheneedforastrongeremphasisonanddeeperconceptualizationofthefollowingissuesthroughouttheconceptualframework:

● Rights:Arights-basedapproach,includingupholdingtheprimaryroleoftheStateasduty-beareringuaranteeingtherighttoeducation,shouldbestrengthenedthroughoutthepaper.

● Communityparticipationandaccountability:Needagreaterfocusontheengagementandparticipationofandaccountabilitytotheaffected-community.Mechanismsshouldbesoughtwherebythereistheopportunityforthosemostimpactedbytheworkoftheplatformtoinformitsdirectionandstrategy.

● AlignmentwiththeSustainableDevelopmentGoals:TheconceptualizationofqualityeducationwithintheplatformshouldbebroughtinlinewithSDG4(inclusiveandequitablequalityeducationacrosseducationlevels).Moreover,theplatformshouldbeclearlyconceptualizedascontributingtolonger-termdevelopmentaspirations;thiswillrequireconsistentlinkagestothecurrentstreamsofworkrelatedtotheSustainableDevelopmentGoalsandinparticular,Goal4.

● Sustainability:Connectedtothebulletabove,incoordinatingacrossandaligningtheexistingarchitecture,theplatformmustestablishalong-termplanningmindsetintheacutestagetohelp


bridgethehumanitarian-developmentdivide,incorporatingresilienceandsustainabilitythroughdevelopingnationalcapacityandintegratingmulti-hazardriskreduction,preparednessandprevention.

● Resilience:Resilienceisthecapacityofasystem,community,orindividualpotentiallyexposedtohazards,toadaptbyresistingorchanginginordertoreachandmaintainanacceptableleveloffunctioningandstructure.Inthecaseofeducation,thismeansensuringpolicies,systems,physicalstructures,andindividualsareabletosupportcontinuedlearninginthefaceofacrisis.Assuch,actionsmusttakeplaceinnon-crisissettingsinordertolessentheimpactofacrisis–workthatbuildsthecapacityofaffectedcommunitiesandindividualsandbridgesthehumanitarian-developmentdivide.Thepaperdoesnotclearlyarticulatehowthistypeofworkwillbesupported,northemakethecaseforsupportingmulti-hazardriskreduction,preparednessandpreventioninordertobuildresilienceduringallphasesofthecontinuum.

● DoNoHarm,Protection,RiskReductionandConflictSensitivity:Theselensesmustbeanintegralpartoftheworkundertakenorsupportedbytheplatform,includingthroughpartnershipswithothersectorsandengagingpoliticalleadership.Theyshouldalsofactorinhowfundsaredistributed,towhom,considerationsofethnicityandgeographicaltargeting.Forinstance,planningconflict-sensitiveeducationprogramsinhighlycomplexandconflict-affectedcontextsrequiresapplyingin-depthconflict-analysiswhichneedstobeanongoingprocesspriorto,duringandaftercrises.

SuggestedchangestotheconceptualframeworkforaCommonPlatformVision ExistingVision:Aworldwhereallchildrenandyoungpeopleaffectedbycriseshaveachancetogrowandreachtheirpotential,wherealllivesareequallyvalued,andwhereallcanlearnfreely,insafetyandwithoutfear.SuggestedrewordingofVision:Aworldwhereallchildrenandyouthaffectedbycrisescanlearnfreely,insafety,andwithoutfeartogrowandreachtheirfullpotential.ReflectionsontheVision:

● Unclearwhat‘freely’meansinthiscontext;needtobeclearbystating“learningfreeofcost”orstrike.Mission ExistingMission:Tofulfilltherighttoqualityeducationforsomeofthemostvulnerablechildrenintheworld–thoseaffectedbyemergenciesandprotractedcrises–toensurethattheirlearningreachesthestandardsoftheirpeersinnon-crisissituations.SuggestedrewordingofMission:Tofulfilltherighttofree,inclusive,andequitablequalityeducationforchildrenandyouthaffectedbyemergenciesandprotractedcrises,especiallythemostmarginalized,toensureaccesstolearningopportunities.ReflectionsontheMission:

● Goodtofocuson‘qualityeducation’andafocuson‘themostvulnerable[marginalized]children[andyouth].’

● Theword‘some’islimiting● GoodtofocusonlearningasoutcomeinlinewithSDG4,however,themissionasarticulatedmasksthe

needtoensurechildrenandyouthincrisiscontextshaveaccesstolearningopportunities.


● Comparativeapproachforlearningstandardswith‘peersinnon-crisiscountries’isnotadequatewithoutmoreclarity.Howisthisdefinedandmeasured?Peerswithin/fromthesamecountry,ortocomparisonwithaninternationalstandard?Incountrieswheretheeducationofallchildrenandyouthareaffected,itisnotclearwhatthecomparativebenchmarkwouldbe–learningpre-crisis?Ifthatisthecase,whatifthepre-crisislearningstandardswereunacceptablypoor?Comparisonwithpeersinothercountriesmaybechallenging,astheypotentiallyhaveaverydifferentstartingpointandstandardsintermsofeducation.Istheintentiontodevelopindicatorsfortheplatformatthe‘mission’level?Ifso,furtherdiscussiononhowtomeasurelearningoutcomesincrisiscontextsisrequired,asitwillbeverychallengingtomonitorandverify,includingcomparisonwith‘peersinnon-crisissituations’.Whatifpeersaren’tbetteroff,willthismeanloweringthestandards?

Purpose ExistingPurpose:ThepurposeofanewCommonPlatformistogeneratepolitical,operationalandfinancialcommitmenttomeetingtheeducationalneedsofmillionsofchildrenandyoungpeopleaffectedbycrisis.SuggestedrewordingofPurpose:Togeneratepoliticalcommitmentandnewandincreasedfinancialresourcestomeettheeducationalneedsofmillionsofchildrenandyoungpeopleaffectedbycrisisinordertobuildsustainableeducationsystemsthatspanthehumanitarian-developmentcontinuum.ReflectionsonthePurpose:

● Itshouldbenotedthat‘financialcommitment’meansnew,additionalandincreasedfunding.● ‘Operationalcommitment’isvagueandisduplicativeoftheeducationcluster’sroleandwork.A

commonplatformshouldfocusongeneratingpoliticalcommitmentandfinancialresources[notjustcommitment]inordertosupportoperations.

● Noconsensusonhowtophrasethiswithinthecurrent‘purpose’statement,butthereneedstobeafocusonthepurposealsobeingtoalignresponseandstrengthenexistingarchitecture.Needtoreflecttheopportunityfortheplatformtobeacoordinationbodyintermsofprovidinginformation,coordinatingdataandmakingsureexistingactorscollaboratetostrengthensystemsandbridgethehumanitarian-developmentdivide.Onepotentialsolutionistoaddanewsubheadingwithintheconceptualframeworkdetailingthis;seeAPPROACHbelow.

Approach Recommendincludinganewsubheadingwithintheconceptualframeworktoclarifyhowtheplatformwillsynergizeandenhancetheexistinghumanitarianaidarchitecture(ratherthanduplicate)andleverageandinvestinsystemstrengthening.Moreover,itmustbeclearlystatedthateffortstorespondtoeducationalneedsinemergencyandprotractedcriseswillbelinkedtolongertermstrategiesforimprovingandexpandingeducationandsustainabledevelopment.

● Clarifythattheplatformwillnotduplicateexistingmechanismsandrolesbutratherthatitwill–andhowitwill–helptocoordinate,collaboratewithandstrengthenexistingactorsandmechanismsatnationalandgloballevels,suchasthenationalgovernments,localcivilsocietyorganizationsandlocalcommunities,theIASCEducationClusterandcountryclusters,GlobalPartnershipforEducationandLocalEducationGroupsin-country,UNHCR,INEEandrepresentativesfromaffectedcommunities.Thehowiscriticaltoensuringtransparencyofprocessesandsupportfortheplatform’swork.

● Voicesoflocalcivilsocietyorganizationsandlocalcommunitiesmustbeatthecenterofeffortstoprovideeducationinhumanitariansettings,aswellasinthetransitiontodevelopment

● Movingforward,theplatformmustdevelopanexplicitstrategytominimizeduplicationofsystems,tools,fundingmechanismsandcoordinationstructures.

● Cross-sectoralcoordination:educationinemergenciesisconnectedtootherservicesandgovernmentministriesforchildrenandyouth,includingpsychosocialsupport,healthandchildprotection.


● Strengthensystemsbyenhancingtheflexibilityofhumanitariananddevelopmentsupport,tobringtogetherandenhancethecombinedeffectivenessofthesecurrentlyseparatesectors.

● Becauseeducationliesonthecontinuumbetweenhumanitarianresponseanddevelopment,itisespeciallyimportantthateffortstorespondtoeducationalneedsinhumanitariancontextsarelinkedtolonger-termstrategies.

Whowouldbereached? ExistingWhowouldbereached?Theplatformwillaimtoservemarginalizedchildrenaffectedbyconflictanddisasters,ensuringaccesstocontinuous,qualityeducationservices.Therewouldbeaspecificpushtoreachthemostvulnerablecrisis-affectedchildrenatpre-primary,primaryandlowersecondarylevels,withadditionaleffortsmadetosupportnon-formaleducationwhererelevant.Itwillexplicitlyfocusonchildrenfacingmultiple-discriminations,i.e.,thosewhoarecrisis-affectedanddeniedaccesstoeducationbecausetheyarerefugeesordisplaced,becauseofcaste,class,ethnicity,gender,disabilityorotherfactor.SuggestedrewordingofWhowouldbereached?:Theplatformwillsupportaccesstocontinuous,equitable,andinclusivequalityeducationservicesforchildrenandyouthaffectedbyemergenciesandprotractedcrises,especiallythemostmarginalized.Therewillbeaspecificpushtoreachthemostvulnerablecrisis-affectedchildrenandyouthatearlychildhood,pre-primary,primary,andsecondarylevels,withadditionaleffortsmadetosupportnon-formaleducationwhererelevant.Itwillfocusonchildrenfacingmultiplediscriminations,i.e.,thosewhoarecrisis-affectedanddeniedaccesstoeducationbecausetheyarerefugeesordisplaced,becauseoftheircaste,class,ethnicity,age,gender,disability,oranyotherfactor.Reflectionsonwhowouldbereached:

● Whilethereisstrongsupportforafocusonequitywithineducationresponses,manyrespondentsnotethattheidentificationofthemostvulnerableshouldbecontextualized,needs-basedandshouldbedefinedattheimplementation(“field”)leveltoavoidbeingprescriptiveandmaintainprincipleofcontextasstartingpoint.Otherssuggesttoavoidingtargetingbroadblanketgroupsofchildrenfacingmultiple-discriminationsandinsteadmakeneeds-basedassessmentsbyusingamatrixofsetstandardcriteriaregardingthemostvulnerable,accordingtothecountryandpopulationcontext.(e.g.usejointneedsassessmentsalreadycarriedoutbytheGlobalEducationClusterincrisis-affectedcountries).Inaddition,severalsubmissionsrequeststrikingthefinalsentenceon‘multiplediscriminations’,expressingconcernaboutunintendedconsequences:focusingonthemostmarginalizedinisolationduetotheriskofendangeringaspecificgrouporethnicity;pickingandchoosingwhichgroupstoserve,totheexclusionofothers,canexacerbateculturalandpoliticaltensionsanddoesnotadvancethegreaterequitysoughtunderSDG4;marginalizedgroupsareinterspersedandintegratedwithinothergroupsandmustbeincludedwithinequitableandinclusiveinterventions).

● GiventheSDGfocusoneducationfromearlychildhoodthroughsecondarylevels,thereisnearunanimoussupporttoaddearlychildhoodandfullinclusionofsecondarylevels,removingthecurrentlanguageof‘lowersecondary’level.Dozensofsubmissionstotheconsultationhighlightedthatadolescentsandyouthareamongthemostvulnerablegroupsincrisiscontexts,withveryfeweducationalopportunities.Adolescenceisacriticalagegroup,giventhatitisanagewheretransitiontoemployment,incomegeneratingactivityandfamilysupportbegins.Aminorityofrespondentsalsovoicedsupportfortheinclusionoftertiaryeducationandlifelonglearningopportunities.

● Thereisoverwhelmingsupportfornon-formaleducationasacriticalcomponentofthissectionandacalltoguaranteethattheplatformensurethat“arangeofflexible,formalandnon-formaleducationopportunitiesareprovidedtotheaffectedpopulationstofulfilltheireducationneeds”,inlinewiththeINEEMinimumStandards.Alternative,flexible,non-formalapproachesareoftentheonlymeanstogetout-of-school,marginalized,over-agedchildrenandyouthaccesstoeducation.Non-formalapproachesareespeciallyrelevantforreachingadolescentsandyouthandinthesituationsof


displacement,wherethecapacityoftheduty-bearinggovernmenttoprovideformaleducationtoalargenumberofdisplacedchildrenislikelytobelimited.

Whenandwherewoulditoperate? Theplatformwillsupportresponseacrossacute,protractedandrecoverycontexts,forperiodsofbetween1and5years.

● Humanitariancrises,includingslow-onsetandrapid-onsetnaturaldisastersandconflicts,thattriggeraformalhumanitariansystemresponse

● Refugeecriseswherehostcountriesneedtoprovideeducationalservicestorefugeepopulationsthatentailregionalandcross-borderwork

● Protractedcrisesthatmaynothavetriggeredaformalhumanitarianresponsebutposesignificantriskstochildren’saccesstoeducation

Reflectionsonwhenandwherewoulditoperate:Respondentswelcomedthedifferenttypesofcrisesidentified,butthereisnearuniversalconcernaboutthesuggestedtimelineof1-5years,whichisnotinlinewiththepropositiontosupport“educationresponseduringeverystageofacrisis,fromtheacutetotheprotractedandtherecoverystages.”AsillustratedintheStateoftheHumanitarianSystem2015report(ALNAP2015),ofthe58countriesthatreceivedassistancein2014,69%wereontheir10thstraightyearofreceivinghumanitarianaid.Moreover,manyrespondentsreportedthattheaverageperiodofdisplacementforrefugeesis17yearsand20yearsforIDPs.Shorthumanitarianfundingcyclesisacriticalproblemwiththecurrentarchitecture,andthistimelineshouldbeexpandedsothatinterventionsinacutecrisescanbeplannedalongalongertimehorizon.Suggestionsforthecloseofatimelinerangedfroma3-7yeartimelineuptoa15oreven20-yeartimeline.Regardlessoftheenddateforplatformsupport,thereisstrongsupportforanexplicitreferencetopro-activeplanningforhandoverofinitiativestonationaleducationauthoritiesandpartnersattheendoftheprojectperiod.Theplatformneedsaclearstrategyforworkingwithnationalgovernmentsandpartnerstotakeresponsibilityforeducationandbuildthenecessarycapacitytoprovidequalityeducationforthelonger-term,includingaligningwithcountryplansandsystemsandstrengtheningthecapacityofnationalandlocalstaff.OnesuggestedfunctionoftheplatformonthisfrontcouldbetomatchMinistriesofEducationandCSOswithspecificdonorsastheenddateoftheplatform’ssupportnears.Amajorityofrespondentsrecommendedthattherebeaspecificreferenceinthissectiontothefactthattheplatformwilladdressthebroaderhumanitarian-developmentcontinuumratherthanjustthethreetypesofcrises(humanitarian,refugee,andprotractedcrises);thisiscriticalissuehighlightedboththroughoutthisandthe2015INEEconsultation.Severalsubmissionssuggestedaddingthefollowingphrasetothefirstsentencetomakethispoint:“Theplatformwillsupporttheeducationresponseduringeverystageofacrisistobridgethehumanitarian-developmentdivide,acrossacute…”.Guidingprinciples: TheCommonPlatformwillbeconsistentwiththeOsloConsolidatedPrinciplesforEducationinEmergenciesandProtractedCrises,whichreaffirmtherighttoeducationandbringtogethercommonprinciplesfromarangeofexistingcommitments.1Itwillparticularlyemphasizethefollowing:1Builtonhumanitarianprinciplesofhumanity,neutrality, impartialityand independenceas laidout inUNGeneralAssemblyresolution46/182(1991)andsubsequentresolutions,theconsolidatedprinciplesarefurtherbasedonUNGAresolution64/290‘Therighttoeducationinemergencysituations’(2010);UNSecurityCouncilresolution1998onmonitoringandreportingattacksonschoolsandhospitals(2011);theCoreHumanitarianStandardonQualityandAccountability(2015);theSendaiFrameworkforDisasterRiskReduction(2015);OECDDACPrinciplesforGoodInternationalEngagementinFragileStates(2007)andNewDealforFragileStates(2011);theParisDeclarationonAidEffectiveness(2005)andtheAccraAgendaforAction(2008);andthePrinciples


● Nationalresponsibilityandmutualaccountability● Afocusoneducationqualityandrelevance● Importanceofprotection,disasterpreparednessandresilience● Alignmentwithcountryplansandsystems● Complementarity,workingthroughexistingstructuresandavoidingduplication

Consultationrespondentsnotedthattheprinciplesoutlinedinthissectionareadmirable,butrequirefurtherdetailandevidenceastohowtheywillbeemphasizedorimplemented.Forinstance,asnotedearlierinthissection,itisnotclearhowtheplatformwillbe“complementary,workingthroughexistingstructuresandavoidingduplication,’asinthecurrentODIpaperappearstopotentiallyduplicatethesestructures.AdditionalfocusonhowthePlatformaddsvalueandstrengthenscurrentarchitectureisneeded.Moreover,whiletheguidingprinciplesstatethat“TheCommonPlatformwillbeconsistentwiththeOsloconsolidatedPrinciplesforEiE”,severalrespondentsnotedthatitisimportantthattheprinciplesalsoreferenceINEE’sMinimumStandardsforEducation:Preparedness,Response,Recoveryasaguidingframeworkfortheplatform.Inaddition,thefollowingspecificeditsareproposedtotheexistingtext:

● Suggestedwordingofthefirstbullet:“Nationalresponsibilityandmutualaccountabilitytofulfilltherighttoeducation.”Thisissuggestedduetothelackofpoliticalwilltorealizethisright.

● Suggestedwordingofthesecondbullet:“Afocusoneducationquality,equity,inclusivityandrelevance.”

● Suggestedwordingofthethirdbullet:“Importanceofcreatingprotective,preparedandresilienteducationprogramsandsystemstoensurecontinuedlearninginthefaceofacrisisandbridgethehumanitarian-developmentdivide.”

● Suggestedwordingofthefourthbullet:“Alignmentwithcountryplansandsystemswiththeaimofstrengtheningnationaleducationplansandsystems”.

Anearmajorityofconsultationrespondentsrecommendedthattheplatformbeshapedbythefollowingguidingprinciples,inadditiontotheprinciplesofresilience,communityparticipation,accountabilityandsustainability:

● Educationasahumanrightandastateresponsibility:TheprimaryroleoftheStateasduty-beareringuaranteeingtherighttoeducationmustberecognized.Non-stateprovisionofeducationinconflictandcrisissituationsmustbeseenasatemporaryalternative,andlinkedtolonger-termstrategiestobuildgovernmentcapacity.However,itisimportanttonotethatotherconsultationrespondentshighlightthefactthatwhenanationalsystemisbrokenorfractured,orwhendifferentpartiesareinconflict,itisnotalwayspossibletoworkthroughnationalsystems.TheGuidingprinciplessectionshouldrecognizethisandnotetheimportanceoftakingintoaccountdifferentgovernancesystemsandgroups,includingthepotentialpoliticalimplicationsofdoingsoaswellaslookingatcivilsocietyandcommunityengagementstrengtheningorexternalintervention

● Additionalfundingratherthansimplymovingfundingbetweenpriorities.● Coordinationwithothersectors.● TransparencyandAccountability:Strongerfocusontransparentprocessesandinteractions,including

monitoring,evaluationandreportingandcommunicatingimpactandresults.

and Good Practice of Humanitarian Donorship (2003). They draw particularly on INEE’sMinimum Standards for Education:Preparedness, Response, Recovery (2010) which are officially recognized as the education companion guide to the SphereHumanitarianCharterandMinimumStandards inHumanitarianResponse (2011), aswell ason the INEEGuidingPrinciples onConflictSensitivity(2013).


● Aideffectivenessprinciplesshouldbereflectedinthedesignofthearchitecture,governanceandimplementationofprograms.Wherepossible,localownershipshouldbestrengthenedbyensuringfundingischanneledthroughlocalagenciesandorganizationsandbyensuringthatlocalcivilsocietyinputisbuiltintoplans;donorcoordinationshouldbeenhanced;transactioncostsshouldbeavoidedbybuildingonexistingmechanismsandarchitecture;transparencyshouldbeinlinewithglobalbestpractice.

3.2ConsensusonPriorityFunctions(Question2)ConsultationQuestion2.FivefunctionsforaCommonPlatformhavebeenproposed:1)inspirepoliticalcommitment;2)generatenewfunding;3)improveplanningandresponse;4)buildnationalandglobalcapacity;and5)strengthenaccountabilityandlearning.Basedonyourexperiencesworkingincountriesaffectedbycrises,arethere1-2clearpriorityfunctionsthatacommonplatformshouldaddress?Ifso,whataretheyandwhy?Arethereanyfunctions,orelementswithinthefunctions,thataremissingfromthelistandthatshouldbeadded?Doyouhaveanyconcernsaboutanyofthesefunctions?Ifso,whataretheyandarethereanypotentialsolutionstoovercometheseconcerns?Thereisbroadagreementacrossglobalconsultationrespondentsthateachofthefivefunctionsproposedforthecommonplatformareimportanttorealizeitsmissionandpurpose(seeboxofsurveyresultsbelow).However,inthedetailprovidedthroughindividualandorganizationalsubmissions,consultationsubmissionsandcommentstothesurvey,thereisgeneralconsensusthattheplatformshouldhavetwotiersoffunctions:

● Tier1:Priorityfunctionsforwhichtheplatformwillhavedirectresponsibility:Inspirepoliticalcommitment(function1),generatenewfunding(function2)andaccountabilityforwhatisdelivered(partoffunction5).

● Tier2:Existingsystemsareplacetocarryoutfunctions3,4,and5butarenotalwaysfullyfunctionalbecauseoflackofpoliticalcommitmentandlackoffunding.Henceagain,theimportanceoftheplatformdirectlyfocusingonfunctions1and2.Armedwithgreaterpoliticalcommitmentandnewfunding,theplatformcansupportandhelptoaligntheexistingarchitecturethroughresources,fundingandincentivestomoreeffectivelyaddressthefunctionsofimprovingplanningandresponseacrossthehumanitarian-developmentcontinuum(function3),buildingnationalandglobalcapacity(function4),andgeneratingevidence,learningandinnovation(partoffunction5).

Acrossbothtiers,strongcommunicationandcoordinationwithexistingmechanismsandagencies,suchastheeducationcluster(atglobalandcountrylevel),GPE,INEE,andUNHCR,andacrosssectorsisessentialtoavoidduplicationandbridgethehumanitarian-developmentdivide.Howthiswillbedoneneedstobetransparentlycommunicated.

Theapproachoftheplatformtobridgethehumanitarian-developmentdivideisunclearinthecurrentODIpaper.Alargemajorityofconsultationrespondentsexpressedtheneedforacommonplatformtoactivelyand


explicitlyworktobridgethegapbetweenhumanitariananddevelopmentarchitectureandactorsbycoordinatingwithdevelopmentfunders,policymakersandpractitionersasearlyaspossibletoensureconsistentservicesandprogramming.Thisworkmustbemadeexplicitbothintheconceptualframeworkandasacrosscuttingissueacrossallfunctionsoftheplatform.Thefollowingpagesreflectoncommonrecommendationsfromtheconsultationprocesspertainingtoeachfunction:

Inspiringpoliticalcommitmentandmobilizingaction(Tier1)Thereisbroadconsensusthattheplatformshouldtakeresponsibilityforexpandingpoliticalcommitmentamongthosewillingandabletodrawattentiontoandmobilizeresourcesandcapacitiesforeducationforchildrenandyouthaffectedbycrises.Thiswillrequireworkingatthehighestpoliticallevelstosupporttheleadershipofnational,subnationalgovernmentsandeducationauthoritiesoneducationresponseandtofacilitateefficientwaysofworkingtogetheracrossthehumanitariananddevelopmentarchitecture.Theworktogenerateevidence,learningandinnovation(Tier2,below)shouldbeloopedbackintothisfunctiontohelpinspirepoliticalcommitmentandmobilizeaction.Atthesametime,thereweremanyquestionsbyconsultationrespondentsaboutwhowillbeinvolvedinthechampionsgroup(s),aswellasthespecificfunctionsofthisgroup,andacallsforgreatertransparencyonthisfront.Severalconsultationsubmissionsurgethatthegroupbemadeupofarepresentativecrosssectionofduty-bearersandstakeholders,includingrepresentativesfromcrisis-affectedcountries.Thefollowingarerecommendationspertainingtotheaimofinspiringpoliticalcommitmentandmobilizingaction:

● Ensureeducationisanationalpriorityandremoveblockagesthatpreventresponse:BuildpoliticalcommitmentandwillwithnationalgovernmentsincrisisaffectedcountriesorthosehostingrefugeepopulationstoensurethatEiEisonthenationalagendaandthatproperpoliciesareinplacetoaddressthediverseneedsofcrisisaffectedpopulations.Forinstance,politicalcommitmentcanbeusedtocounterresistanceonnon-formaleducationortoensurethatlearnerscanaccessclearpathwaysthrougheducationwithrecognizedaccreditation.However,somerespondentscautionedthatakeyrisktomitigateisthatpoliticalcommitmentinsomecountries(i.e.Somalia)mightcompromisethesecurityofagenciesandultimatelystudents;thehumanitarianimperativeofneutralityiscriticalinsuchcontexts.

● Leveragenewandadditionalfunding:Moreandgreatercommitmentsareneededatthehighestlevelsofgovernmentsanddonorstosecurethenewandadditionalfundingandcoordinationneeded.Offersofmatcheddonorfunding—executedinlinewithParisPrinciplesandtherighttoeducation—areanexampleofacommitmentthatcouldgoalongwaytowardssecuringadditionalcommitmentsfromtheprivatesectorandfurtherdevelopingpublicprivatepartnerships.Moreover,high-levelrepresentationontheboardwillbecriticaltoensuringprofile,politicalcommitmentsandahighlevelofresourcemobilization.

● Humanitariancommitment:Dozensofrespondents,especiallythoseworkingwithnationallevelclusters,voicedunanimoussupportforinspiringpoliticalcommitmentandmobilizingactiontoconvincehumanitariandonorsandthehumanitarianleadershipatglobalandcountrylevels(OCHA,HumanitarianCoordinatorsandbroaderHumanitarianCountryTeams)thateducationisapriorityandintegralpartofhumanitarianresponsefromtheoutset(advocacy).Thisisonewayinwhich,ratherthansettingupnewarchitecture,theplatformanditschampionsgroup(s)canworktochangetheexistingsystem,collaboratingwiththeEducationCluster,INEEandotherstakeholderstoengageseniorhumanitarianleadershipandcross-sectoralstakeholders.However,thereisarisktomitigate:theriskthattheexistenceofadedicatedpooledfundatthegloballevelcouldleadtode-prioritization


ofEiEatthenationallevel,i.e.,humanitariandecisionmakerscouldarguethatEiEdoesn’tneedtobefundedbytheCHF,CERFetc.

● Bridgethehumanitarian-developmentdivide:Securepoliticalcommitmentfromthoseworkingacrossthehumanitarian-developmentcontinuumtoworktogether

Generatenewfunding(Tier1)Thereisbroadconsensusthattheplatformshouldberesponsiblefordirectlygeneratingnew,additionalandimprovedfundingforeducationinemergenciesandprotractedcrises.Manyconsultationrespondentsnotetheneedtobeclearabout‘improved’fundingbeingflexibleandabletosupporteducationresponseacrossthehumanitariananddevelopmentcontinuum;longer-term,withextendedfundingcyclesandanimproveddisbursementprocess.Theplatformwillneedtoensurethattheprocesstoreceive,disburseandaccountforfundingistransparentandaccountable.

Commonconcernsinvolvingthefunctionofgeneratingnewfundingandsuggestionstoclosegapsandmitigateriskinclude:

● Additionality:Thereisanearuniversalconcernabouttheadditionalityoffundsandastrongmessagethatitwouldbeunacceptableforexistingfinancingtobediminishedinordertofundthisplatform.Awidelyvoicedrecommendationformechanismsbeputinplacetoensurethattheplatformdoesnotsimplyredirectexistingfundsand/orreplaceanexistingfundingmechanism.

● Complementarity:Morethoughtneedstobegiventohowtheplatformcanmakeexistingchannelsoffundingmoreresponsive,moretransparent,easiertounderstandandaccess.SeveralcivilsocietyrepresentativesandthesubmissionbytheGlobalCampaignforEducationrecommendthatanynewfundingstructurebeintegratedintoorchannelthroughtheGPEarchitectureinordertoavoidduplicationandensurecoordinationwithexistingactors,givenGPE’sestablishedprocesses,guidelinesandglobalaswellasnationalstructurestowhichmanycrisisaffectedcountriesarealreadylinked.

● Unintendedconsequences:Clustercoordinatorscontinuallystruggletoconvincehumanitariandonorsandthehumanitarianleadershipincountry(HumanitarianCoordinatorsandbroaderHCT)thateducationshouldbeaprioritypartoftheresponse.AplatformwithafundingarmforEiErunstheriskofdisincentivizingtheinclusionofeducationinhumanitarianfundingdecision-making.Thisplatformwillhavetodevelopastrategytomitigatethisrisk,workinghandinhandwiththeeducationcluster.Onewaytodothiscouldbethroughpoliticalcommitmentandmobilization(proposedfunction1)ofpoliticalandhumanitarianleadershiptoaddressthedeprioritizationofeducationinacuteemergencyresponseatnationallevels.

● Typesoffunds:Theneedforahigh-level,well-coordinatedrapidresponsemechanismtorespondtourgenteducationneedsinspecificemergencies(andwhichisinsyncandcoordinatedwiththeexistingmechanismsforrapidresponsesuchasFlashappeals,HRPetc.,andotherUNOCHAandcluster-ledmechanisms)wouldlikelyaddanotherlayertothealreadyexistingstructure.Thiswouldbeunlikelytoimproveefficiency.Othersnotedthatthereisaparticularriskinrelationtopooledfunds:theeducationclustermaybemadeineligibleforotherfunding(byHC/Intercluster)ifeducationfundingexiststhroughtheplatform.Anotherconcernisthatmanypooledfundshavebeencritiquedforslowdisbursementmechanisms;theplatformmustensurethatdisbursementisdonequicklyenoughtosupporteducationdeliveryatanearlystage.OnesuggestionistobuildonlessonslearnedoftheSTARTNetwork,whichhasseenfastdisbursementoffunds,fewerlayersofbureaucracy,andindependence.

● Fiduciaryandinstitutionalrisk:TheconsultationsubmissionbyUSAID’sEducationinCrisisandConflictNetworkhighlightedthefactthatdonorswillcommitfundswhentheyhaveconfidence(andevidence)thatthefundswillbeusedwell.Assuch,thereneedstobemoreattentiontotheissueofhowdonorsconfronthighlevelsoffiduciaryandinstitutionalriskinfragile,conflictandcrisis-affectedsettings;the


workdoneonriskbytheOECDandundertheNewDealforEngagementinFragileStatescanofferusefulguidanceonthisissue.

Accountability(Tier1)Inadditiontothesetwopriorityfunctions,globalconsultationrespondentsnotethataccountabilityforwhatisdelivered(partoffunction5)shouldbeacorefunctionanddirectresponsibilityoftheplatform.Theplatformwillneedstrongsystemsofaccountabilityandaclearmechanismtoworkwithpartnerstotransparentlycommunicateneeds,progressandinvestmentopportunities.Itislikelythattheplatformwillbeunderpressuretodevelopevidenceofitssuccessatanearlystageinordertosecurecontinuedpoliticalcommitmentaswellasfunding.

Functionsthattheplatformshouldsupportotherstocarryout(Tier2)Theplatformshouldsupporttheexistingarchitecturetomoreeffectivelyaddressthefunctionsofimprovingplanningandresponseacrossthehumanitarian-developmentcontinuum(function3),buildingnationalandglobalcapacity(function4),andgeneratingevidence,learningandinnovation(partoffunction5).Thereasonforthisissimple:humanitariananddevelopmentactorsandmechanismsarealreadyengagedinthesefunctionsandthereisastrongdesirenottoduplicatewhatexists.Thestrongconsensusofglobalconsultationrespondentsaroundaplatformthatsupportsratherthantakesonthesefunctionsdirectlycannotbeoverstated.Thefocusoftheplatform’ssupportshouldbeonstrengtheningexistingsystemsandagenciestocarryouttheirrolesmoreeffectivelyacrossthehumanitarian-developmentcontinuum.Thepoliticalcommitmentandnew,additionalandimprovedfundinggeneratedbytheplatform’sdirectactionsshouldbeusedtosupportandaligntheexistingarchitecturethroughresources,fundingandincentives.ThefollowingarecommonrecommendationspertainingtotheTier2functions:

● Improveplanningandresponseacrossthehumanitarian-developmentcontinuum:Avoidduplicationandmaximizecoordinationbyworkingwithin,strengtheningandaligningsectoreffortsinemergenciesandprotractedcriseswithearlyrecoveryanddevelopmentefforts(governments,theeducationcluster,EiEworkinggroups,LocalEducationGroups,UNHCR,GPE,andmore)andsupportharmonizedEiE-longer-termcountrylevelneedsassessmentsandplanningtools,makeassessmentresultsandtoolsavailabletoalleducationstakeholders,etc.

● BuildnationalandlocalcapacityofMinistries,localNGOsandcivilsocietyeducationactors.Thisimperativewasastandoutissueechoedacrosssubmissionsasonethatneedssubstantiallymoresupport(asopposedtobuildingglobalcapacity).Ascameoutstronglyinthefirstroundofglobalconsultationsin2015,thereneedstobeastrongerfocusonbuildingnationalcapacityanddevelopinglocalleadership,whichiscriticaltobridgingthehumanitarian-developmentdivide,ensuringsustainabilityandimprovingcoordination.Consultationrespondentsnotedtheneedformechanismstodevelopnationalcapacityatcentralanddecentralizedlevels—particularlythecommunitylevel—andatallstagesofplanning,implementationandlearning.Regionalandnationalcivilsocietynetworks,UNESCOIIEPandINEEweresingledoutseveraltimesasgroupsthatshouldbesupportedtoplayalargerroleinnationalcapacitybuilding,includingappliedlearningbetweencountriesandregions.

● Generateevidence,learningandinnovation:Theplatformshouldsupportapplieddatacollection,monitoringandevaluationacrossthehumanitarian-developmentcontinuum;aspecificcountrylevelexampleisbridgingrapidneedsassessments(RNA)andEMIS,andmakingEMISmorecrisis-sensitiveandsuitabletoprotractedcrises.Inadditionthereshouldbeastrongerfocusondocumentingimpact,innovationandevidenceofwhatworksinemergencyandprotractcrisiscontexts.Suchevidenceshouldbesharedwidelytoinfluencepolicyandpractice,includingwithchampionstouseintheirworktoinspirepoliticalcommitmentandgeneratenewfunding(functions1and2),aswellastosteerthe


directionofplatformfundsmovingforward.Dataandlearningshouldbesharedtransparentlyacrossstakeholderstoensureaccountability,includingwithaffectedpopulations.

○ Itwasnotedinparticularthatknowledgeofwhatworksandcommunicatingneeds,progressandimpacttothehumanitarianleadershipgloballyandatcountrylevelwillultimatelyhelptochangethemindsetofHumanitarianCoordinators,ResidentCoordinatorsandothersintheefforttoinspirepoliticalcommitmentandmobilizeaction.

○ Manyconsultationrespondentscallfortheplatformtodriveinnovationthroughinvestmentsinappliedresearchandevaluation,includingimpactevaluations,andtointegrateinnovationsandnewevidenceintoprogrammaticandpolicyworkacrossthehumanitarian/developmentdivide.TheplatformcouldsupporttheworkofINEE,theeducationcluster,UNESCOIIEPandotheractorstobringstakeholderstogethertoshareandapplysuchlearningandinnovation.

○ AnadditionalfunctioncouldbeaddedtoencourageinnovationacrossanumberofelementsoftheCommonPlatform.Examplesofthiscouldincludeinnovationintheabilitytodisbursefundingmorequicklyandefficientlytolocalandnationalgovernmentorotherpartners;performancebasedinvestment;orthedevelopmentofinnovativefinancingmechanismstosecurenewandadditionalfunding.

3.3ConsensusontheScaleandEffortsoftheCommonPlatform(Question3)ConsultationQuestion3.TherearethreeproposedoptionsastothescaleoftheCommonPlatformandhoweffortsmightbefocused.Whichofthesethreeoptionsdoyouprefer?Whatarethestrengthsoftheoption(s)youprefer?Whatarethegapsand/ormodificationsthatyousuggest?Pleasedetailanyconcernsyouhave,aswellaspotentialsolutionstoovercomingtheseconcerns.Doyouhaveanysuggestionsregardingsequencingandscaleupbetweentheoptions?DoyouhaveanalternativesuggestionofanoptionfortheCommonPlatformintermsofscaleandhowtheeffortmightbefocused?Manyconsultationrespondentsexpressedfrustrationwiththelackofclarity,definitionsandinformationwithinthepaper(i.e.howare“accountability,”“traditionalreporting”and“performance-basedallocation”defined?),whichimpededsomerespondentsfrommakingdecisionsontheoptions.Manyremarkeduponthedifficultyinassessingthethreeoptionswithoutmoreclarityonthespecificsoffundinglevelsavailable,hosting,governance,andimplementationmechanisms.Furthermore,somerespondentsnotedthatitwouldhavebeenpreferabletocommentonlevelsofambitionwithanoverviewofoptions(andprosandcons)aswellassequencingpathsthatcouldbedonewithineachratherthanhaveambitionlinkedtoparticulartargetgroupsandfunctions.Respondentsalsonotedthatcomplexconflictanddisplacementpatternsarenotsufficientlyreflectedintheoptions.Forexample,protracteddisplacementcrisescantriggerformalhumanitarianresponsemechanismsbutlastforatimeperiodlongerthansuchmechanismsareactuallyabletocaterfor(e.g.Dadaab/Kenya,South


SudanesedisplacementtoEthiopia,Palestiniandisplacement).AnotherexampleisthemixedsituationsresultinginIDPsandrefugeesandthevariousactorssupportingbothoronecategory.Despitethesegapsandconcerns,thevastmajorityofrespondentspreferredoption3becauseitisthemostcomprehensiveandambitiousoftheoptions,withthepotentialtoimpactthegreatestnumberofchildrenandyouth.Apartfromthescale,amajorityofrespondentsalsopreferredthefocusonreachingthemostmarginalizedchildrenandyouth,whichcanincludethetargetgroupfromoption2[refugeesandIDPs]withinforgottenandunderfundedcrisesacrossthehumanitarian-developmentcontinuum,includingprotractedcrises.Indeed,theneedtofocusonoft-underfundedprotractedcriseswashighlightedasapriorityandastrongstrengthofthisoption,echoingtherecommendationsfromthe2015INEEconsultationprocess.Lookingbeyondformalschoolingtonon-formaleducationisalsohighlydesirable,especiallyinmeetingtheneedsofyouth.Thecreationofcountrylevelchampiongroupswascommonlynotedasastrengthofthisoption,asishighqualityassessments,thefocusonsupportforcontinuity,expansionandskillsofteacherworkforce.AnotherstrengthisthefactthatOption3providesdirectfundingtoadiverserangeofactors,includingCSOsandgovernmentswiththeaimofdevelopingsustainablesystemsandbuildingcapacity.Moreover,respondentsviewedthevarietyoffundingsourcesandinnovativefinancingmechanismsunderOption3asastrength,aswellasthefactthatitincludesresults-basedfinancingandismoreinclusiveintermsoftheinvolvementofstakeholders.Gapsandmodifications:

● Inlinewiththeconsultationrecommendationsonfunctions(section2.2above),thefunctionsonplanningandresponse,capacitydevelopmentandlearningshouldberevisedsothatitisclearthatthisworkwillbecarriedoutbyexistingstructures,organizationsandnetworksandthattheplatformwillprovidefinancialandpoliticalsupportforthisworkacrossthehumanitarian-developmentdivide.

● Fundingandfield-testinginnovativeapproachesthatbring“greateruseofandcoherencetoexistingsectorefforts”totaketoscaleunderOption1shouldbeacomponentofOption3(and2).

● NationalcapacitydevelopmentshouldbeexplicitlyfundedbythecommonplatformandthereneedstobeamechanismforCSOstogetadequatefundinginwaysthatbuildtowardlonger-termsystemstrengthening,includingbyensuringCSOinitiativesaresustainableandincorporatedintonationalstructures.

● Thesecretariat’sroleseemstoduplicatethatofmanyexistingstructures(GPE,EducationCluster,INEE).Manyrespondentsrecommendasmallsecretariatwithpoliticaladvocacyandfundraisingfunctionsatitscore.Muchoftheworkoftheplatformwouldbeactivatingthechampionsgroupaswellaslinkingwithandfinanciallysupportingexistinggroupsandnetworksintermsofplanningandresponse,capacitydevelopmentandlearning.Platformsecretariatsatcountrylevelshouldbeavoided,asitwouldcreateanotherlayerofcoordinationandcouldundermineexistingEiEcoordinationmechanismsandisolateeducationwithinhumanitarianinter-sectoralcoordination.Instead,theplatformshouldworkwithexistingcoordinationbodiesatthecountryleveltoaccomplishthetasksrequired,suchasacomprehensiveneedsassessment,vettingofsubmissions(asisdonefortheHRPprocesses)etc.IfaclusterorESWGbodydoesnotexist(asisthecaseinnon-GPEcountriessuchasLebanon),acountrylevelmechanismcouldbesupportedtoengagewiththeplatformwithnoadditionalsecretariatorplatformmechanismcreated(similartoGPEthatdoesnothavestaffincountrybutLEGsarecreated).

● TheGlobalCampaignforEducation’ssubmissionexpressedconcernaboutthepotentialofSocialImpactBonds,whicharelistedasinnovativefinancingoptions,notingthat“researchhaveshownthatthesedonotnecessarilybringadditionalcapital,entailsadditionalcostsforputtinginplacetohandlestaffingandresourcesforensuringrelativelymorecomplexcontractcompliance,doesnotnecessarilydeliversavingstothegovernmentprogram,fundamentallyentailsrepaymenttotheprivatesector


investorattheendofsuccessfulprojects.Itfurthermorealsotendstofocusontheshorttermandnotstructuralchange.However,theGCEsubmissionsuggestedthatmicro-leviesusingtheprecedentofUNITAIDandUNITLIFEofferanintriguingandrealpossibilityofbringingadditionalrevenueprovidingthepoliticalwillcanbegatheredforitsimplementation.Moreover,theimpositionofaGlobalFinancialTransactionTax,leveragingresourcesforeducationcouldofferanotheralternativeforleveragingrevenue.Finally,regardinginsurancebasedschemes,theysuggestpastexperiencesoftheCaribbeanCatastropheRiskInsuranceFacility,thePacificCatastropheRiskAssessmentandFinanceInitiative(PCRAFI)andtheGlobalEnvironmentFacility’s(GEF)SpecialClimateChangeFund(SCCF)needtobelookedtoexplorepossibilitiesofsynergyandtoensureanynewfacilityensuresadditionalityofresources.

Amajorityofconsultationresponsesthatdidnotciteoption3asthepreferredoptionrecommendedmovingbeyondoption3toincreasethelevelofambitionbasedonaright-basedapproachedinordertorealizetherightsofallchildrenandyouthaffectedbycrisis.Indeed,manyrespondentsexpressedconcernthatcappingtheambitionoftheplatformto25%ofeligiblechildrenwillleadtotheplatformmissinghiddencriseswiththeresourceschanneledtoonlythemosthighprofileincidents.Thereisalsoconcernthatiftooweakofanoptionispickedtheplatformcouldreachsofewthatdonorswoulddeemitafailure,notallowingforthescale-upoutlinedinthepaper.TheresponsebytheGlobalBusinessCoalitionforEducation,forinstance,notedthattheplatform“shouldsetouttobuildamodelthatwillattractandmobilizefundsatthescaleoftheproblem.Weknowthatmobilizingatthisscaleispossible,havingwatchedothersectors,suchashealth,successfullyraisefundsatascalemuchlargerthanthatrequiredbyeducation….EquivalentglobalfundssuchasGavi,theVaccineAlliance,theGlobalFundtoFightAIDS,Tuberculosis,andMalaria,andtheGlobalPartnershipforEducationtogetheraverage14%annualgrowth.Ifwechoosetoscaleupatthislevelofgrowth,onlyoption3—themostambitious—willfillthecurrent$4.8billionfundinggapbefore2030.Thisisunacceptable.”Asmallerbutstillsignificantnumberofrespondentsrecommendedusingascale-upoptionthatbeginswithOption2andprovidesatime-boundscheduleformovinguptoOption3,perhapswithin5years.Thestrengthofsuchanoptionwasdescribedasa“long-termvisionthatisrealisticbutwillengagedonorsandpoliticiansandsucceedinquicklyreachingalargegroupofunderservedchildrenincrises.”However,thereweremanyconcernsaboutoption2,includingthelimitingcontext(recovery)andtargetgroups(refugeeandIDPchildrenbutnothostcommunities;thisisanapproachwiththepotentialtopromoteinequitiesbetweenthesegroupsthatcancontributetoaraftofotherproblems).Moreover,manyparticipantsdislikedtherigidandtraditionalfundingmechanismsandlackofnon-formaleducationopportunitiesinOption2andsuggestthatmanyoftheideaswithinOption3beexploredforOption2onadifferentscale.NotableistherecommendationfromaconsultationwiththeEducationClusterUnitandtheRapidResponseTeammembers,whichproposesanoptionthatsitsbetweenOption2and3;US$300-500mperyearforthestart-upphase(3-5years).TheynotethateducationrequestsaboutUS$400min2016intheHumanitarianResponsePlans(HRPs),representingapartoftheneed.

● Initialfocusonexistingprotracted/underfundedcrisiscontexts(includingrefugeecrises).Selectionof5-8(ordifferentnumber)ofcountriesindifferentcontexts(e.g.HC/clustercountry,refugeecrisis;GPEandnonGPEcountries,arecovery/transitioncontext,tbd,thiswouldalsodependonfundingavailable);

● Themaineffortwouldbeconsistentinvestmentsfor2-3yearsinthesecountries/crises,supportandstrengthenexisting(coordination)structures,alignmentwithcountrylevelplanningprocesses(e.g.HumanitarianProgrammeCycle,refugeeplanning,educationsectorplanningcycles);

● Targetgroupsbasedoncontextanalysis(usingexistinganalysisunlessseverelydeficient);needs-basedwithafocusonthemostvulnerable.


● Extraattentiontomonitoringandevaluationtoprovidetheevidenceforlearning,aspreparationforscaleup/expansion.Thiswouldsupporttheefficiencyoftheplatformplusprovidethemedium-termimpactevaluationofeducationinemergenciesthatiscurrentlylargelylacking.

● Withinthisbroadeffort,therecouldbeafacilityforinnovativeprojects,e.g.toreachparticularhardtoreachgroups,testnewapproachesetc.;

● Itisstillamatterofdebatewhetherthestart-upphaseshouldalsoincludeafacilityforsudden-onsetcrises.Weproposethatthismightbeconsideredforasecondphase.

● Note:thestart-upphaseshouldalsocarefullystudyimpactofPlatformfundingallocationsondonor/HC/HCT/agencybehavioranddecisions.Forexample,willfundingforEiEfromotherchannelsbeaffected/decrease?WillHC/HCTsdeprioritizeeducationevenfurtherfromHRP/CHF/CERF/ERF?

Overwhelmingly,respondentsreportedthattheambitionofOption1isnotconsistentwithaglobalplatformintermsofreachandoverallfunction.

Itisimportanttohighlightcommonlyexpressedconcernsthattheestimateof$74perchildmaynotbeadequateforallcountrycontextsandacrosstimeasstudentcohortsageandrequirebroaderinvestment.Thereisaparticularconcernthatfinancingbasedonafixedamountperchildmaynotbethebestwaytoachieveequityinresults,especiallyasthecostperchildishighertoreachthemarginalizedandunderservedchildrenandyouth,basedoncurrentprogramsandexperiencewitheducationcostingestimates.Thisisespeciallytruewhenintegratingnon-formaleducation.Moreover,itisnotedthatthe$74costperstudentremainsconsistentacrossallthreeoptions,evenwhilethemostambitiousoption(number3)callsforafocuson“underservedchildren”(reachingthispopulationrequiresadditionalresourcesandtimetoachieveacertainlevelofprogressandquality);longitudinalresearch;anexpandedcostlyadministrativestructure;add-onfeatureslikeglobalandcountrylevelchampiongroups;aseparateandadditionalglobalfinancingfacility;capacitydevelopmentforteachers;andasecretariatthatisbasedcentrallyandregionally.Overall,thecurrentcalculationsseemlow,especiallywhentheoverheadandtransactioncostsfortheplatformaretakenintoaccount.Thecostperchildshouldbebasedonatransparentandwidelyagreedcalculation.4.NextStepsAdraftofthisreportwassharedwiththeODIteamimmediatelyaftertheINEEglobalconsultationsothatthefeedback,questions,andrecommendationscouldinfluenceanewversionoftheproposalontheplatform.BelowisatablethatdocumentshowsomeoftheissuesraisedintheINEEglobalconsultationprocessinfluencedandwereaddressedinthesubsequentrevisionoftheODIproposal.

Table1:INEEconsultationissuesandincorporation KeyissuesraisedinINEEconsultation HowaddressedinrevisedODIproposal

Needforgreaterambitioninnumbersreachedandtargetingofwiderrangeofagegroups

Platformisnowsettoreach25%ofcrisis-affectedchildrenandyoungpeoplebyyear5(approximately20million),withincreasedambitionreflectedincontinuedscaleuptoreachallthoseaffectedby2030eitherthroughdirectsupportorpartners’broaderefforts.Thisproposalhasexpandeditsfocusagegrouptospanfrom3-18yearsold,includingagreaternumberofadolescentsandyouth.Whileneedforeducationsupportto0-3yearoldsandover18youngpeopleandadultswascalledfor,itwasfeltthisisimpracticalinthefirststagesofPlatformoperation,althoughthiscouldbereconsideredatalaterdate.

Consistencywithguidingprinciples Placedgreateremphasisonrightsbasedapproachesandbroughtoverall


andinternationalframeworks PlatformaiminalignmenttoSDG4.HighlightedthattheOsloConsolidatedPrinciplesonEducationinEmergenciesandProtractedCrisesweredevelopedbuildingonafoundationofrelevantconventionsandcommitmentssuchasthosearticulatedbytheOECDPrinciplesforFragileStatesandINEEMinimumStandards.

RoleofthePlatformversusthatofexistingactorsandneedtoensurecomplementarity

IncludedgreaterillustrationofhowthePlatformwillworkthroughandstrengthenexistingactors.ThefullsetofitsfivefunctionswouldbedeliveredthroughgrantstoexistingactorsprovidedthroughtheAccelerationFacilityandBreakthroughFund.AsmallleanSecretariatwillbeinplacetosupportexistingactorsinthiswork.

Bridginggapsbetweendomesticeducationresponsealongsidehumanitariananddevelopmentefforts

Highlightedwaysthesedividescouldbebroughttogetherparticularlythroughfunction2onplanningandresponse,supportingdiverseactorstocollaboratetodeliverqualityassessmentsandeducationresponse/sectorplans.Alsolaidoutfundingsupportthatwouldincludebothrapidresponseandamulti-yearwindow,withclearlinksandcontinuityoffocusbetweenthetwo.Thiswillneedfurtherattentionparticularlyassupportisdeliveredatcountrylevel.

Generatingnewandadditionalfundinginthecurrentfiscalenvironment.

Fundingambitionalongwithpossiblesourcesoffinancedetailedinsectiononmobilizingfunding.Platformdesignincludesspecificfocusongeneratingnewandadditionalfunding,includingoutreachtoemergingdonors,privatesectoranddevelopmentofinnovativefinanceapproaches.Significantfurtherworkwillbeneededonthisintermsofscopingandpursuingprospects,aswellasensuringthePlatformisattractivetotheinterestsofdifferentdonors.

Specificsoftheinstitutionalandgovernancearrangementsandtheroleofdifferentactors

EmphasizedintheproposalandtotheTechnicalStrategyGrouptheneedforademocraticdecisionmakingprocesswithintheplatformtoavoidcontrolbyone,oraverylimitednumberofmultilateralagenciesorINGO’s,withemphasisontheroleofcivilsociety.

Clarityoverthedefinitionsinregardstooperations,i.e.‘qualityeducation’,‘learningoutcomes’,‘equity’and‘themostmarginalized’

Nofurtherdetailinproposalbutwillneedattentionaspartofthedevelopmentofafullresultsframework,aswellasneedingtobecontextualizedintermsofeachcrisisasconditions,resources,andactorsvarysowidely.

Concernsoverissuesofsustainability,withlackofexplicitreferencetopro-activeplanningforhandovertonationalauthoritiesandpartners

Resultsframeworkadjustedtoreflectlong-term,sustainableeducationgoalsforallcrisesaspartofitsalignmentwithSDG4.Sustainabilitywillneedfurtherattentionasgrantsbegintobemade.

TheODIteamalsosubmittedtotheTSGalistofunresolvedissuesthatfiguredhighlyintheINEEglobalconsultationfeedback,notingthattheseissuesneedfurtherconsiderationinthedevelopmentoftheplatform,including:

● Agegroup:Needtogaincollectiveconsensusonandarticulateageselectionconsiderationsandrationale,includingwhatservicesmightbeofferedtodifferentagegroups,andparametersforNFEandvocationaleducation

● Definitions:Needdefinitionsofqualityandlearningoutcomesforaresultsframeworkandmonitoring● Valueaddofplatform:Needtomakinganinvestmentcasefortheplatform● Humanitarian-developmentfragmentation:Needtoclarifyhowtoaddressfragmentation.● Levelofambition:TheTSGneedstomakeadecisiononlevelofambition.Somewouldliketosee

higherambition,otherslowerandmorerealistic.Moreworkonfundraising,howitwillbescaledupandwhatisrealistictoexpecteachyear.Furtherworkoncountingandsubsequenttargetsalsoneedstobedoneaspartofthedevelopmentoftheresultsframework.

● Costing:Needfurtherworkacrossthevariousentitiestocomeupwithonecommoncostperchild,which,forcrises,shouldprobablyincludeacrisis-premium.Thisneedstobedonebothforagloballevel,aswellasincountrycontextsastheyrangesomuch.


● Funding:NeedFurtherworkonareaslikehowwouldadditionalitybedefinedandtracked;howfundingstreamswouldfunctiontogether&balanceacrosswindows;overlapofmulti-yearsupportwindowwithGPE;whatisattractivetotheprivatesectorintheproposal;howdomesticfundingwouldplayintomoniesraised;potentialdangersinapop-upfundapproach,whichwouldtakeawayfromanyfocusonforgottenemergenciesandallowdonorstopickandchoosecrises.

● Consultationprocessmovingforward:Needmajorattentiononthis,includingconsideringpaceofworkandhowtoensuresufficientconsultationinplaceatstrategicpoints.Notallowingforthisandaskingforturnaroundintooshorttimeframeshasaggrievedanumberofactors.

TheTechnicalStrategyGrouphasalsotakenupseveraloftherecommendationsfromtheconsultationprocess,suchashavingmorecivilsocietyrepresentationintheprocess.INEEwillcontinuetostaycloselyengagedinthisprocessofstrengtheningtheresponsetoeducationinemergenciesandprotractedcrises,countingonthevoicesandactionsofitsmembers.Forupdatesandmorewaystobeinvolved,INEEmembersareencouragedtovisittheINEEwebsite(www.ineesite.org),followINEEonFacebookandTwitter,andsubscribetotheINEElistserv.


AnnexI:CommentspertainingtothegovernanceandinstitutionalarrangementsoftheCommonPlatformWhilethespecificsoftheinstitutionalandgovernancearrangementsoftheCommonPlatformwerebeyondthescopeoftheODIsummarypaperandthusthisconsultation,manyrespondents,andparticularlymembersoftheGlobalCampaignforEducation,madeforcefulcommentsonthissubject.Inparticular,respondentsnotedthatthelackofdetailoninstitutionalandgovernancearrangementsastheyrelatetotheabilityoftheplatformtoinspirepoliticalcommitmentsandgeneratenewfundingaswellascomplementandstrengthenratherthanduplicateexistingsystemsmakeitdifficulttoconsultfullyontheconsultationquestions.AsummaryofcommentsishighlightedhereinordertoinformTSGdiscussionsmovingforward.GovernanceandAccountabilityTheproposedgovernancestructurefortheCommonPlatform,asoutlinedinTable7oftheSummaryNote,shouldincludedetailsregardinghowthegovernancebody/boardshouldbecomposed.Consultationparticipantsrecommend:

● Ademocraticdecisionmakingprocesswithintheplatform,avoidingthepossibilitythatitiscontrolledbyoneorverylimitednumberofmultilateralagenciesorINGOs.ItshouldnotbeanoverlyNorthernledprocess;theplatformcandrawusefullessonsfromtheGPEmodel,whichhasdevelopingpartnergovernmentsrepresented.

● Thegovernancestructureshouldbeinclusiveofparticipationfromabroadrangeofactors,includingcivilsociety,governmentstakeholdersfromcrisis-affectedcountriesandthebusinesssector,alongsidebilateralandmultilateraldonors.Thiswillhelpensurethegreatestlevelofcollaboration,transparencyandresourcegenerationtoensurethattheCommonPlatformachievesitsmission.Moreover,diversity(gender,geographicdistribution,North/South,disability,etc.)shouldbetakenintoaccount.

● Thegovernancestructureshouldincludemorethanjustonecivilsocietyseat[fromaffected/recipientcountriesorfrominternationalcivilsociety].Basedonlearningfrompreviousexperiences,severalGCEmembersandconsultationsubmissionscalledforatleastfivecivilsocietyfullvotingseats(dependingontheoverallgovernancestructuresize,toensureequalrepresentationandvoice)andcitingthefactthatGPE’sBoardhassixcivilsocietyrepresentativestoensurekeyconstituenciesparticipateacrossregionsandtheBoardoftheGlobalFund(AIDS,tuberculosisandmalaria)includes20votingmemberswithequalrepresentationbyimplementersanddonors(meaningtenvotingseatsrepresentingimplementerconstituencies).

● Participationinthegovernancestructureatthegloballevelshouldbeaccompaniedbymulti-stakeholderplatformswithinrecipientcountries;amodelforthisistheLocalEducationGroupsundertheGPE.Thepresenceofsuchdiverseplatformsandcoalitionsshouldbeconsideredcriticaltobridgingthegapsbetweenemergencyanddevelopment.Localcivilsocietyineducationhasaparticularaddedvalueinensuringrelevance,riskreduction,conflict-sensitivityandinrepresentingthevoicesofthemostmarginalized.

InstitutionalarrangementsandhostingThelackofinformationandanalysisintheODIsummarypaperaboutpotentialinstitutionalarrangementsandhostingoptionsisaconcerntoamajorityofconsultationrespondents,asarrangementswillhavegreatimpactontheabilityoftheCommonPlatformtosecuretheadditionalpoliticalandfinancialcommitmentsneeded.Asnotedabove,manyofthefunctionsoutlinedinthepaperwouldvarywidelydependingonhowtheplatformishostedandwerethereforedeemeddifficulttoanswerwithoutmoreclarityonthisissue.


Respondentscalledforaparticipatoryconsultationprocesswithcivilsociety,thebusinesssector,government,UNandNGOstakeholdersonthehostingarrangementsunderconsideration.Inthisprocess,dataandtrackrecordsshouldunderpinananalysisofstrengthsandweaknessesforproposedhostsandhostingmodels,includinginformationaboutwhichhost(s)canbestdeliverondifferentaspectsoftheproposedplatform.Furtherreflectionsandrecommendationsoninstitutionalarrangementsandhostinginclude:

● Apotentialhostneedstobereputableandpoliticallysupportedbypolicymakersinordertosupporttheprimaryfunctionsofinspiringpoliticalcommitmentandgeneratingnewfunding.

● Consideranincubationperiodforaninstitutionalarrangement,suchthatasecretariatishousedwithinaneutralhostingbody/organizationwithsignificantoperationalcapacity(atleastinitially).

● Considerengagingaconflictresolutionfacilitatortopreemptandmediateturfissuesthatmayemerge(learningfromthecreationofclimatechangeandotherfunds).

● Consider(infull,participatoryprocess,ashighlightedabove)possiblehoststhatincludetheUNICEF,GlobalPartnershipforEducation,NGOsandtheWorldBank,aswellasahybridmodelwithahostplusaclearcapacitybuildingpartnerthathelpsthehostdevelopandaddressanypossibledisadvantagesovertime.Inparticular,theGlobalCampaignforEducation’ssubmissiontotheconsultationandsomeofitsmembersrecommendedthattheplatformbebuiltupontheexistingarchitectureandgovernancestructuresoftheGlobalPartnershipforEducation,andensureclosecoordinationandcoherencewithexistinghumanitarianfundingstructuresandagencies.IthighlightsthefactthatGPEhasawell-functioningmulti-stakeholderboardwithstrongvoiceofSoutherngovernmentsandcivilsocietyorganizations;aswellascountrylevelmechanisms,thelocaleducationgroups,whichareamodelthatcanbestrengthenedandadaptedforemergencyandconflictsettings.


AnnexII:ListofparticipantsNetworkandWorkingGroupsubmissionsreceivedfrom:

● TheBasicEducationCoalition’s(BEC)EducationinCrisesWorkingGroup,whichismadeupofthefollowingagencies:AmericanInstitutesforResearch,CambridgeEducation,CatholicReliefServices,Chemonics,CreativeAssociatesInternational,EducationDevelopmentCenter,FHI360,Juarez&Associates,PlanInternationalUSA,RTIInternational,SavetheChildren,WorldEducationandWorldreader

● TheGlobalBusinessCoalitionforEducation(GBC-Ed)● TheGlobalCampaignforEducation(submissionbasedonextensiveconsultationwithmembers

workingatnationalandinternationallevels)● TheGlobalCoalitiontoProtectEducationfromAttack● TheInternationalPediatricAssociationIPAanditsTechnicalAdvisoryGrouponHumanitarian

Emergencies● TheUnitedNationsGirlsEducationInitiative(UNGEI)● TheUNSecretaryGeneral'sGlobalEducationFirstInitiativeYouthAdvocacyGroup(GEFI-YAG)

Organizationalandorganizationaldivisionsubmissionsreceivedfrom:

● ActionAidInternational● TheBritishCouncil● TheDanishEducationNetwork● HumanRightsWatch,DisabilityRightsDivision● JesuitRefugeeService/USA● TheMalalaFund● TheNorwegianRefugeeCouncil● OxfamandOxfamIBIS● PlanInternational(includingcolleaguesfromPlanCanada,PlanUSA,PlanUKandcountryprogram

colleaguesinAsiaandAfrica)● SavetheChildren(basedonaconsultationwithmorethan15SavetheChildrenmembersfrom

countryofficesandfieldstaff);● Theirworld● WarChildUK(basedonaninternalconsultationwith20people)

CanadianCivilSocietyResponseconsultationinQuebec,Canada:LydiaHalley-Soucy,FondationPaulGérin-Lajoie;AlexStevens,CollegesandInstitutesCanada;SarahPoohklay,CollegesandInstitutesCanada;NatalieOuimet,PlanCanada;CatherineVanner,PlanCanada;YonaNestel,PlanCanada;MadelineBaker,PlanCanada;RobMcCue,AgriteamCanada;ChristaMcMillan,WUSC;LucyHargreaves,AgaKhanFoundationCanada;NancyDelCol,WorldVisionCanada;JenniferSlawich,WorldVisionCanada;CarleenMcGuinty,UNICEFCanada;EleanorHevey,UNICEFCanada;LoriGalloway,RighttoPlayCanada;EmmaColucci,RighttoPlayCanada;CicelyMcWilliam,SavetheChildrenCanada;TatianaRomero,SavetheChildrenCanada;RozJohns,Grandmothers’AdvocacyNetwork;OdetteHatchings,GlobalPovertyProject;DominicMisho,GlobalPovertyProject;ChristineKelly,DigitalOpportunityTrust;AshaKanwar,CommonwealthofLearning;Dr.VenkataramanBalaji,CommonwealthofLearning;JessicaAguti,CommonwealthofLearning;AaronTo,CommonwealthofLearning;ClaireCarigi,CommonwealthofLearning;RickyCheng,CommonwealthofLearning;AidaOrgocka,BorderlessHigherEducationforRefugeesProject,YorkUniversity


CivilSocietyorganizationandpartnerconsultationinWashington,DC,USA:WorldVisionInternationalLindaHiebertWellspringAdvisorsMichaelGibbonsUSFundforUNICEFMarkEngman(phone)SavetheChildrenCocoLammersRESULTSAllisonGrossmanRESULTSTonyBakerPlanUSAWendyWheaton(phone)OxfamInternationalShilpaBistaLibraryforAllIsabelSheinman(phone)JesuitRefugeeServiceGiuliaMcPhersonGlobalPovertyProjectMadgeThomas(phone)GCE-USrapporteurBrianCallahanGCE-USmoderatorJenniferRiggCreativeAssociatesCrisRevazConsultantAlbertoBegueChildFundInternationalJanellaNelson(phone)CambridgeEducationStephenBlundenBasicEducationCoalitionAprilMora*BasicEducationCoalitionAnnaRobertsAmericanRefugeeCommitteeVincentSanfuentesAmericanNearEastRefugeeAid(ANERA)EllenGiordanoAWorldatSchoolKolleenBouchaneAWorldatSchoolBethanyEllis*AprilMoraincludedfeedbackonbehalfofaBasicEducationCoalitionEiEPCworkinggroupmeetingattendedbyseveralorganizationswhowerenotabletoparticipateinthisconsultation.GlobalEducationFirstInitiative(GEFI)YouthAdvisoryGroupmemberconsultationsinSyria:LamaKhourie,TouchofWarmthandGlobalEducationFirstInitiative’sYouthAdvocacyGroup(GEFIYAG);LamsetDafa,TouchofWarmth;LinaNofal;BassemNahri,teacher/coach;GeorgeBatah,SyrianYouthEmpowermentGlobalCampaignforEducation-UKConsultationinLondon,UK:TekieQuayeAmnesty,InternationalConsultant;GailStewardson,ChildreninCrisis;KoyThomson,ChildreninCrisis;AlbadeSouza,CouncilforEducationintheCommonwealth;EmmaCowan,GEC–PlanUKSierraLeone;AmyParker,PlanUK;HeatherSaunders,PlanUK;JuliaFinder,SavetheChildrenInternational,SouthSudan;VeroniqueAubert,SavetheChildrenUK;CharlotteBergin,SavetheChildrenUK;JosephNahnO’Reilly,SavetheChildrenUK;SébastienHine,SavetheChildrenUK;HannahSnowden,SavetheChildrenUK;NereaAmoros,UCLInstituteofEducation;AnnaWilson,UCLInstituteofEducation&NetworkforResearchinConflict;TejendraPherali,UCLInstituteofEducationandNetworkforResearchinConflict;EilidhMacpherson,WarChild;MattRuuska,WarChild;RebeccaIngram,BritishCouncilGlobalEducationClusterUnitandRapidResponseTeamconsultationinGeneva,Switzerland:AnneliesOllieuz(RRT),EllenvanKalmthout(ECU),GørilTomren(RRT),JamesSparkes(ECU),LandonNewby(RRT),LisaSabot-Schmid(ECU),LucaFraschini(RRT),TylerArnot(RRT)INEEConsultationinBeirut,Lebanon:BarbaraBergamini,UNRWA;LawrenceTucker-Gardiner,UNRWA;MalakSoufianFakhreddine,UNRWA;DaniaHadid,UNRWA;GemmaBennink,UNEducationSectorCoordinator/UNICEF;AminaKleit,AnaAqra;WafaNasser,AnaAqra;BasmaCheikh,KayanyFoundation;LamiaMasri,KayanyFoundation;NisrineMakkouk,ANERA;HayfaFarhat,NRC;MartaSchena,NRCLebanon;RoySaab,WorldLearning;LamiaSabbah,WorldLearning;ElianeIbrahim,WorldVision;SuhaTutunji,JusoorSyria;GiselaHurschler,SCLebanon/SavetheChildren;Liv-HeidiPedersen,SCNorway/SavetheChildren;JeffreyDow,InternationalRescueCommittee;LayalMansourAlKhawthar,AlMabarratSchool;ErikvanOmmering,CaritasAustria;MinouHexspoorMachnouk,WarChildHolland;RababHakim,TerredesHommesItalia;RanaAbdullatif,UNESCOBeirut;ShereenEldaly,UNESCOBeirut;AureliaArdito,UNICEFLebanon;SalemDib,UNRWA;DakmaraGeorgescu,UNESCO-Beirut;FatimaSafa,UNHCR;DanielleElChemaly,UNESCO-Beirut;MaysounChehab,UNESCO-Beirut;GuillaumeBardondeMoÿ,student;PierreElSayegh,student;DeanBrooks,INEEINEEConsultationinNYC,US:RenaDeitz,InternationalRescueCommittee;MackenzieLawrence,InternationalRescueCommittee;DiyaNijhowne,GCPEA;ChristineMonaghan,GCPEA;JamieWeiss-Yagoda,InternationalRescueCommittee;LincolnAjoku,ConcernWorldwide;DanBoyer,AWorldatSchool;MarcelloBonatto,InternationalConsultant;AriannaPacifico,INEE;LindseyFraser,INEE;AllisonAnderson,INEE;MadelineSesna,TheirWorld;SanaAhmed,GBC-Education;SujataBordoloi,UNGirls'EducationInitiative


INEEConsultationinGeneva,Switzerland:LauraDavison,INEE;ShrutiRajgarhia,UNHCR;BrookeLauten,NorwegianRefugeeCouncil;DaviniaOvettBondi,SavetheChildren;VirginieEmery,RightToPlay;AnneliesOllieuz,GlobalEducationCluster;BarbaraMoser-Mercer,UniversityofGeneva/InZone;TheresePankratov,NRC;LisaSabot-Schmid,SavetheChildren/GlobalEducationCluster;LeandroSalazar,UNESCOIBE;AmyPaunila,GraduateWomenInternational;SoniaGomez,UNHCR;JulienLESCOP,RETInternational;ChristopherTalbot,Self-employed;TylerArnot,GlobalEducationClusterMaliEducationClusterconsultationinBamako,Mali:PassyAmani,NorwegianRefugeeCouncil;JerryAbdala,InternationalRescueCommittee;ProsperNkwe,SavetheChildren;AmadouTraore,USAID;AmadouSamake,DirectionNationaledel’EnseignementFondamentaleMinistèredel’EducationNationale;DjelimadySacko,DirectionNationaledel’EnseignementFondamentaleMinistèredel’EducationNationale;BoubacarBocoum,EducationDevelopmentCenter(EDC)ProjetPACEN;MohamedIdrissa,ONGNationaleGroupeActionRecherchepourleDéveloppementLocal;ConstanceN’driKouakouKouadio,UNICEFPakistanEducationClusterconsultationinPeshawar,Pakistan:ShamaAsad,FDMA;MahrukhRaof,IVAP,IRC;KhadijaNadeem,IMC;YousafJan,HDOD;PervaizAkhtar,SanjhPreet;EhsanUllah,UNICEF;SherDarazWazir,ElementaryandSecondaryEducationDepartment;Nisarkhan,UNICEF;AsadMarwat,WCO;MShakeelAhmed,RighttoPlay;Humayunkhan,RighttoPlay;AhmadSaeed,SHED;GoharAyud,PAWT;FaizaArshad,PDMA;AsmaAnsari,UNDP;FarmanAli,UNICEF;Kazim,ILO;Shahab-u–din,BEST;MuhammadAdeel,Takalwelfareorganization;MuhammadRiaz,UNICEF;Hifza,Tamer-e-KhalaqFoundation;SaimaInayath,ACTED;Sardar,RDO;Umarsharef,RDO;HaiderSaif,HRDN;Awalkhan,IDEA;Tariq,HRDSfoundation;MRiazBashir,HIN;YarMuhammadKhan,K.KBanu;MuhammadHamayun,CRDO;AfarAhmad,PADO;ShaistaBibi,AHO;ShahAlam,WorldVision;Imrankhan,YRC;MohammadBilalTaj,HayathFoundation;TariqHayath,PEADFoundation;SaidaInayath,WEO;YousafShah,PHILANTHROPE;Nasrullah,CRS;Khalid,IDEA;HamidShahKhilji,ISSP;AbidKhan,ISSP;SaidShah,PRDS;AsgarKhan,EHSAR;AsifShahzad,OSCASomaliaEducationClusterconsultationinNairobi,Kenya:AmranAbdiSirat,ADRA;BurhaanWarsame,CERID;FlaminiaFumagalli,CISP;JennyHobbs,ConcernWorldwide;HannahFox,ConcernWorldwide;KennedyMoceMburu,GRT;FaithNjahira,HandicapInternational;LudiyaMohamedHaji,HIRDA;AnnaBelt,Intersos;AlfredTaben,Intersos;SarthakKumarPal,RefugeesInternational;MengistuEdoKoricha,SavetheChildren;SimonOmondiOwino,ShabelleReliefandDevelopmentOrganization;MaryamAbdi,SWACEDA;AmanuelGhebray,UNICEF;AdenBundidDuale,WamoReliefandRehabilitationServices;AliAbdullahiAhmed,WamoReliefandRehabilitationServices;AbdullahiZ.Ali,WARDI;GraceMuema,SCC;FatimaA.Issa,SWSOandHopeAIDSomalia;BonifaceKaranja,EducationCluster;SaraSkovgaard,EducationCluster.SouthSudanEducationClusterconsultationinSouthSudan:RubayaMonzur,BRAC;PeaceAbulu,DFID,JuluCharles,IBIS;NicoloDiMarzo,IBIS;SuzyVoga,IMED;AlexandraBalmer,LutheranWorldFederation;GeorgeAli,MinistryofEducation;PortiaAllen,PEG;FredMugabi,SouthSudanEducationCluster,NicolasServas;SouthSudanEducationCluster;VinobajeeGautam,UNICEF;DanielWani,USAID;AlePeter,WindleTrust;EdwardKasranA,WorldVisionTeacherTrainingSchoolconsultationinTororoUganda:NyakeichoBlidesta,SmileAfrica;NyachuroPatience,SmileAfrica;AsamaitJudith,BrightStar;EreboiPatrick,IMC;OmaraIreeDiciens,Inset;MagentaMosesW.,Inset;WambetteGeoffrey,Education;AkelloRispar,Inset;AgutiJudith,Inset;AkelloJoyce,Inset;NyabetMart,BrightStar;AkamariImmaculate,Inset;CosmasOwar,TCC;OherodumoCortider,TokoroPolice;MusumbaOuma,EducationDepartment;NyapendiSarah,InsetUSAID’sEducationinCrisisandConflictNetwork(ECCN)virtualconsultations(2):AshHartwell,USAIDECCN;JimRogan,USAIDECCN;NinaWeisenhorn,USAID;NinaPapadopoulos,USAID;KarenMundy,Global


PartnershipforEducation;AlexPalacios,GlobalPartnershipforEducation;AprilMora,BasicEducationCoalition;AnnaRoberts,BasicEducationCoalition;LincolnAjoku,ConcernWorldwide,NinaWeisenhorn,USAID;CorneliaJanke,USAIDECCN;GwenHeaner,USAIDECCN;AmyDeal,USAIDECCN;BarbaraSchneeman,USAID;SuezanLee,USAID;TomCrehan,USAID;JohnCollins,USAIDAfghanistan;LuannGronhovd,USAIDSenegal;ChrisShephard,USAID;JeffMettille,USAID.USAIDECCNalsocollectedfeedbackfrommembersviaanonlineplatform:AyoOladini,CreativeAssociatesNigeria;JimRogan,USAIDECCN;AngeliqueMahal,USAID;PatrickChineduEnwerem,AdvocatesforYouthandHealthDevelopmentNigeriaIndividualparticipantswhocontributedviatheINEEdiscussionforum,webinar,anddirectfeedback:IhsanAli,Luther-KingFasehun,MarianHodgkin,ChemwiMutiwanyuka,SiljeSkeie,NRC;MarkelR.MéndezH.;ChemwiMutiwanyuka,ADEA;SaraPoças,consultant;PeterTransburg,INEE;WayanVota;AlbinoFrancisco,Consultant;FadumaAliHassan,KateMoriarty,MalalaFund;FranciscoGuachalla,IreneKariuki,Benoitd'Ansembourg;EvelynCherow,GlobalPartnersUnitedandmemberoftheGlobalPartnershiponChildrenwithDisabilities;DieudonneAmisiMutambala;KadidiaDoumbia

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INEE Global Consultation Report March 2016s3.amazonaws.com/inee-assets/resources/INEE_Global_Consultation... · government officials, private sector and business representatives,