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

Global monitoring and thematic analysis since Dakar

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…

Spatial dimensions of development

Cities & Human

Settlements

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 as a key means of implementation

Financing for sustainable development

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.

Gaps in knowledge

Balance between education perspective and the SDG perspective

Relevant case studies given ideas and approaches presented

Discussion