Report of the Ministerial Sdg4 Regional Forum for Eastern Africa 15-16 February 2017, Dar Es Salaam, Tanzania

REPORT OF THE MINISTERIAL SDG4 REGIONAL FORUM FOR EASTERN AFRICA 15-16 FEBRUARY 2017, DAR ES SALAAM, TANZANIA

Contents EXECUTIVE SUMMARY ...... 3 OPENING ...... 7 Presentation of objectives and expected outputs/outcomes of the forum ...... 8 INTERPRETING THE 2030 EDUCATION AGENDA-SDG 4 AT COUNTRY LEVEL ...... 10 Tanzania ...... 10 Uganda ...... 11 Comoros ...... 12 Djibouti ...... 13 Eritrea ...... 14 Ethiopia ...... 15 Kenya ...... 16 Madagascar...... 18 Mauritius ...... 19 Seychelles ...... 20 Somalia ...... 21 South Sudan ...... 22 THEMATIC PANELS: DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL RECOMMENDATIONS ...... 23 Skills for work/literacy/lifelong learning ...... 24 Education in Emergencies (EiE) ...... 25 Partnerships/financing of education ...... 26 Global Citizenship Education (GCED)/Target 4.7 ...... 29 ICT and Innovation in Education ...... 30 Teaching and learning ...... 33 Early learning/ECD/quality learning outcomes ...... 35 Inclusion/gender equity ...... 37 GLOBAL AND REGIONAL COORDINATION AND MONITORING ...... 39 MOVING TOWARD A REGIONAL STATEMENT FOR A SDG4 REGIONAL ROADMAP: the MINISTRIAL ROUNDTABLE ...... 40 Forum Statement ...... 41 Closing of the Forum ...... 41

APPENDICES ...... 42 Appendix 1: Agenda of the Forum ...... 43 Appendix 2: Final Regional Forum Statement ...... 48 Appendix 3: List of Participants ...... 53

EXECUTIVE SUMMARY

The Ministerial SDG4 Regional Forum for Eastern Africa, held in Dar es Salaam on February 15-16, 2017, was an important milestone in a process initiated by UNESCO and the SDG4 co-conveners (ILO, UNFPA, UNDP, UNICEF, UN Women, UNHCR and the World Bank) to ensure that the 13 Member States covered by the UNESCO Regional Office for Eastern Africa (Comoros, Djibouti, Eritrea, Ethiopia, Kenya, Madagascar, Mauritius, Rwanda, Seychelles, Somalia, South Sudan, Tanzania and Uganda) are fully engaged in the implementation and monitoring of the global priorities and targets of the 2030 Education Agenda-SDG4. More specifically, the Forum was an opportunity to gauge how the 13 Member States have been translating these global priorities and targets into achievable national targets derived from their own educational priorities as well as national development strategies and plans.

The Forum also provided an additional space to continue the consultation process from the national to the regional level. The following key objectives were set out to guide the proceedings:

OBJECTIVES

 To share national education policy challenges and priorities in light of SDG4-Education 2030 (but also based on linkages with other sectors and other SDGs) as identified through national consultations and national SDG4 roadmap matrices developed in support to National Education Strategic Plans.  To identify common emerging areas and themes of particular relevance to the region (including sharing of innovative practices) for further collaboration (e.g. by cluster of countries);  To agree on the development of appropriate regional coordination, partnership, monitoring and follow-up mechanisms;  To outline regional priorities and recommendations (based on the regional analysis of the national roadmaps and the recommendations for panel discussion) and agree on a regional statement to move towards a regional (cooperation) roadmap for the implementation and monitoring of SDG4 in Eastern Africa.

OUTCOMES OF THE PROCEEDINGS

The Forum opened with the review of national SDG4 roadmaps developed by Member States in order to tease out key challenges, opportunities and issues related to the alignment of SDG4 priorities and targets to national ESPs. The following countries presented their National SDG4 Roadmaps matrices: Tanzania, Uganda, Comoros, Djibouti, Eritrea, Ethiopia, Kenya, Madagascar, Mauritius, Seychelles, Somalia and South Sudan.

It turned out that, with very few exceptions, most of the countries in the region have made progress in addressing their educational challenges and are gearing towards adjusting their education sector plans to integrate SDG 4 principles and priorities as indicated by the roadmaps. However, there are still

3 varying degrees of national gaps in policy planning, management and Monitoring and Evaluation (M&E) that need to be addressed.

With the support of development partners and civil society, the Forum explored key areas of the 2030 Education Agenda SGD 4 and other important issues that warrant deeper understanding of their policy and implementation implications. Thematic panels were organized in order to bring conceptual clarifications and good/promising practices to the discussions. Eight (8) thematic areas were identified: (i) Skills for work/literacy/lifelong learning, (ii) Education in Emergencies, (iii) Partnerships/financing of education, (iv) Global Citizenship Education (GCED)/Target 4.7, (v) ICT and Innovation in Education, (vi) Teaching and learning, (vii) Early learning/ECD/quality learning outcomes; and (viii) Inclusion/gender equity.

The 8 thematic panels reflected on the presentations made and identified common challenges, opportunities and practices that could provide ideas for regional cooperation and creation of communities of practice within the Eastern African Region.

The regional statement (appendix 2) that came out of the conference captures the key issues and guidelines for the implementation of the SDG4 roadmaps both at national and regional levels.

BACKGROUND

A regional analysis carried out by UNESCO to scope the regional-level readiness was also at hand to support the Forum deliberations. It was based on understanding how countries in the region have adapted, integrated and managed the SDG4 agenda (AIM-SDG4) vis-à-vis their own visions and policies as reflected in their education management structures and ongoing planning processes.

This is this context in which the Forum took place in order to continue the consultation process from the national to the regional level. To that effect, the Forums, was assigned the following key objectives and expected results:

OBJECTIVES

EXPECTED RESULTS

 Priorities identified for a regional roadmap for the implementation of the SDG4-Education 2030 agenda taking into account the inputs from national roadmaps.  Proposals and recommendations developed for regional coordination/collaboration, partnership, monitoring and follow-up mechanisms in view of translating the global agenda into achievable national policies, plans and targets, building on existing mechanisms, frameworks and strategies.  Regional Statement on the implementation of SDG4-Education 2030 Agenda adopted at the end of the Forum in view of the development of a regional roadmap.

Agenda

To achieve and meet the above objectives and expected results, an agenda with the following organizing principles was proposed and adopted: An opening session designed to provide the contextual backdrop against which the Forum is organized as described and problematized by policy-makers (ministers and representatives) and the UN co-conveners; plenary sessions during which countries articulated their interpretation of the 2030 Education Agenda-SDG4 in relation to their national priorities and targets; and thematic panels with countries and key partners to address key thematic areas deserving particular attention and for which recommendations needed to be made. One of the ultimate outcomes of the Forum was the issuance of a Regional Statement in order to frame the regional cooperation in the implementation of the 2030 Education Agenda-SDG4. The detailed agenda is in Appendix 1 of this report.

OPENING

The Opening Ceremony featured four speakers. H.E. Katarina Rangnitt, Swedish Ambassador to the United Republic of Tanzania and leader of the Development Agencies Group, Mrs. Victoria Akyeampong, UNHCR Head, Regional Service Center, Mrs. Ann Therese Ndong-Jatta, Director, UNESCO Regional Office for Eastern Africa and the guest of honor, Hon. Kassim Majaliwa, Prime Minister of Tanzania represented by Hon. Prof. Joyce Ndalichako, Minister of Education, United Republic of Tanzania.

In her remarks, Mrs. Ndong Jatta, underscored the pertinence and importance of the Sustainable Development Goals (SDGs) for national and global development agendas. She indicated that the 17 goals represent an unprecedented agreement among the member states and are a useful tool for pursuing focused and coherent action on sustainable development. She went on to point out the interrelatedness of these goals and thereby the need for an integrated approach to their implementation. Furthermore, the 17 goals reflect the moral principles that no-one and no country should be left behind, and that everyone and every country should be regarded as having a common responsibility for playing their part in delivering the global vision. She concluded by recognizing that in spite of the major progress made towards increasing access to education at all levels and increasing enrolment rates in schools particularly for women and girls, bolder efforts are needed to make even greater strides for achieving universal education goals.

In his opening remarks read by Hon. Prof. Joyce Ndalichako, Minister of Education, Hon. Kassim Majaliwa, started by expressing on behalf of the Government and people of Tanzania his appreciation and honor for the choice of Tanzania to host the Ministerial SDG4 Regional Forum for Eastern Africa. He welcomed and thanked the Ministers and high level Government Representatives from 13 countries of the Region as well as the development partners, academia, Civil Society Organizations, Youth-led Organization and the media. He particularly expressed his gratefulness to the co-conveners, namely UNESCO, UNICEF, ILO, UNWOMEN, UNFPA, UNHCR, UNDP and the World Bank for the support provided to the education entities of the region to develop an integral strategy for the advancement of quality education and the overall development of the nations represented and the Region.

He indicated that the heart of SDG4-Education 2030 lies at the national level and called for country-led actions supported by effective multi-stakeholder partnerships and financing. This he said would bring forth the required change in education quality as a whole.

He invited the countries in the Eastern Africa region to achieve the ambitious targets set forth by SDG4 and recognized that progress is faster when governments, international organizations, the private sectors, civil society and academia work together.

He concluded his remarks by reiterating his personal commitment to support the Government-led actions towards the implementation and monitoring of the national education 2030 Agenda. On his behalf, Hon. Prof. Joyce Ndalichako declared the meeting open.

Presentation of objectives and expected outputs/outcomes of the forum The objectives and expected outcomes of the forum were presented by Ms. Zulmira Rodrigues, Head of the UNESCO Office in Dar es Saalam. In her presentation, she first situated the Forum within the 4-step process towards the implementation of the SDG4 process as depicted in the figure below.

She indicated that the SDG4 Roadmap developed by the countries is the first step and is meant to chart out how each country can strengthen its education sector plan (ESP) by focusing on the systems-level challenges and opportunities in the education sector. In other words, it is a 'readiness assessment'. The regional analysis that was produced is the result of the “Scoping phase” and includes recommendations for strengthening ESPs. It is worth noting that all countries have completed the Roadmap Matrix but not all have prepared their Full Narrative Roadmap, which includes policy recommendations.

The Scoping phase should be followed by a process geared towards strengthening a country’s education sector plan (ESP); and which consists of translating and embedding SGD4 targets and priorities into the national ESP (enabling or alignment phase). This process can be more or less long (one or more years) depending on the country's commitment to the process and available resources.

Once Step 2 is complete, then countries could begin institutionalizing (Step 3) the aligned ESP and this is followed automatically by the management phase which consists of ensuring that resources, both technical and financial, are mobilized to facilitate the successful implementation of the ESPs.

She underscored the commitment of UNESCO and the co-conveners to support countries in adapting the SDG 4 targets, strategies and indicators, based on their national context, rather than mechanically adopting the targets and strategies.

The main objective and expected result of the Regional Forum, she indicated, would be to engage countries in a dialogue regarding the type of support they need to develop integrated SDG 4 national ESPs or to strengthen existing ones. This would allow SDG4 co-convening agencies to better frame, target and coordinate their support to countries.

The key expected result of the Forum was the drafting of an agreement (Regional Statement) that will be endorsed by all the concerned ministers of the 13 Eastern African countries and which will initiate the design and implementation of the regional coordinated support strategy (“Regional Roadmap”). This will entail the following activities: ensuring that there is policy coherence, that sector planning is strengthened and that there is better monitoring and evaluation (M&E) and improved education management.

At the heart of all these processes are the partnership and coordination mechanisms that need to be in place at both regional and national levels. Another key outcome of the Forum should be a consensus on how to operationalize a coordinated support strategy (regional roadmap) at the regional level.

The following diagram was shared to describe how this process will unfold.

INTERPRETING THE 2030 EDUCATION AGENDA-SDG 4 AT COUNTRY LEVEL This agenda item consisted of reviewing national SDG4 roadmaps developed by Member States in order to tease out key challenges, opportunities and issues related to the alignment of SDG4 priorities and targets to national ESPs. The following countries presented their National SDG4 Roadmaps matrices: Tanzania, Uganda, Comoros, Djibouti, Eritrea, Ethiopia, Kenya, Madagascar, Mauritius, Seychelles, Somalia and South Sudan. Tanzania With regard to the country’s readiness, Tanzania has already held a national consultative meeting on SDG 4 (September 2016) to develop its roadmap matrix. This is a testimony to the political will and concrete commitment to education that exist at the highest echelons of government. The national consultation resulted into an orientation on SDG4-Education 2030 agenda given to all stakeholders at national level that included reflections on the implications for current policies and strategic frameworks as well as mapping of data ecosystem, capacity and budget aspects, and exploration of possible sources of support. The adapt, integrate and manage approach to the management of the SDG4 agenda has been followed and internalized.

The national SDG4 consultative meeting was timely as Tanzania is currently completing the development of its 3rd Education Sector Development Plan (ESDP 2016/17 - 2020/21) following the end of the 2nd ESDP (2008 - 2016).

The following policy challenges have been identified in line with SDG4 integration in the 3rd ESDP: early marriage and teenage pregnancies, proper infrastructure and social facilities, teaching and learning facilities, high dropouts and low completion rates, out of school children, provision of education to vulnerable groups i.e. nomadic and indigenous groups, children with disabilities, smooth transition from one system to another i.e. from basic to vocational and formalization and recognition of skills acquired outside formal education system.

In terms of technical and financial needs, and among others, Tanzania would like to have support in: (i) designing and implementing an inter-ministerial policy mapping exercise to harmonize all existing sector policies and identify policy gaps that would guide the implementation; (ii) developing a national qualifications framework to recognize skills acquired out of formal system and strengthen employment opportunities for youth; (iii) prioritizing implementation of ESDP strategies to strengthen data management, particularly in terms of data analysis and use, in order to harmonize national and global sector monitoring frameworks.

The Regional Forum was also an opportunity for Tanzania, as host country, to conduct further parallel consultations for the translation of SDG4 targets in the national education plan.

Uganda The Ministry of Education and Sports has successfully organized a national consultative meeting on SDG 4 (August 2016) which brought together representatives of the Ministry of Education and Sports, Local Governments, line ministries, affiliate organizations, Education Development Partners, members of Parliament, Private sector/Non-Government Organizations, Religious institutions, education training institutions and UN agencies. The main outcomes of the meeting were as follows:

a. Awareness and understanding of the SDG4 Education 2030 themes and goals raised among stakeholders;

b. A draft national SDG4 roadmap developed in line with the national priorities for education 2030; and

c. National coordination mechanisms identified in order to capture the ambitions of SDG 4- Education 2030, while ensuring that duplication and fragmentation of efforts are avoided.

d. Proposed composition of a national steering committee on SDG4. This committee was to, among others, lead the process of finalizing the draft road map.

The context under which the National SDG4 Roadmap is being finalized is favorable; it is occurring at a time when Uganda is formulating its Education Sector Strategic Plan (ESSP) 2016-2020 which is due for completion in 2017. Therefore, the SDG4 vision and targets will be integrated within the relevant sub- sectors. To that effect, and since its inception, the draft National SDG4 Roadmap has been reviewed and adjusted twice.

Furthermore, to integrate and implement SDG4, Uganda has strengthened the existing structures and avoided creating new ones to minimize costs. SDG4 has therefore been mainstreamed in terms of planning, budgeting, monitoring and evaluation. For instance, the national development plan NDP II 2016/17-2020/21 has been aligned to the SDG4 targets and the SDG4 steering committee works closely with the Office of the Prime Minister which is the overall coordinator of SDGs in the country Efficiency measures to make the best use of the resources have also been made and are being implemented.

With regard to the policy challenges facing the integration of the 2030 Education agenda SDG4 into Uganda’s ESSP 2016-2020, the following can be listed: (i) An outdated policy framework which does not give clear strategies to promote human rights, a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and culture’s contribution to sustainable development. Currently, the Government White Paper is being reviewed to accommodate all the emerging challenges in the education sector; (ii) a weak capacity to implement existing policy priorities due to inadequate funding. For instance, key aspects of the Special Needs Education Policy are still not implemented and (iii) reporting arrangements between the center (MoES) and the local governments that do not allow for effective enforcement of education policies.

Concerning the capacity of the system to manage the implementation of SDG4 priorities and targets, the main issue is the small amount of the allocation the education sector receives from the overall national budget; it is currently estimated at 11.1%. The education sector’s share of GDP is about 1.9% which is far

11 below the recommended 4%. This level of funding poses a challenge towards aligning the sector priorities with the national budgets allocation. To make matters worse, the Ministry of Public Service has imposed a rigid staff ceiling. Most of the institutions are operating below 50% staffing levels due to limited financial resources. Having a limited number of staff makes planning for projects and programmes difficult.

Moreover, there is also the difficulty in agreeing on funding priorities with technical and funding partners (TFPs). The investment priorities of TFPs are not always in line with government priorities.

Among the recommendations made to create a conducive environment that reflects commitment to SDG4, the following are mentioned: promoting Early Childhood Development (ECD) by ensuring that all primary schools should have one classroom for ECD; increasing Universal Primary education by ensuring that all parishes have a government primary school; aiming to reach Universal Secondary Education (USE) by building in all sub-counties a government secondary school; promoting skills development by ensuring that all constituencies have a technical school.

For the way forward, and to support ownership of the national SDG4 roadmap, the Full Narrative Report will be presented to all the structures in the Ministry for approval (Departmental Working Groups, Monitoring and Evaluation Working Group, Sector Policy Management Working Group, Education Sector Consultative Committee and Top Management). This process should end with the final endorsement by top management by end of April 2017; and, the Submission of Full Narrative Report by end of May 2017. Comoros The government of Comoros will begin the integration of some of the SDG4 priorities and targets into the system performance review and the education policy as agreed with the technical and funding partners during the formulation of the National SDG4 Roadmap. This process will continue with the planned review of the education sector scheduled to take place in 2018-2019. This will entail the updating of the simulation model through 2030 using the demographic data of the new population census which will happen in 2017.

The current educational context of Comoros is dominated by the formulation of an Education White Paper which aims at developing the education system by 2026 by focusing on short, medium and long- term priorities. A 2017-2020 Education Sector Transition Plan (PTSE in French) is being prepared for validation. In terms of policy documents, national strategies for the development of literacy, technical and vocational training (TVET) and higher education have been developed and the Education Orientation Act of 1994 has been revised.

The following key educational priorities which tally with SDG 4 priorities and targets have been identified: - Out-of-school children. By September 2017, in the framework of the new 2017 General Population and Housing Census that will be carried out by the National Institute for Economic and Demographic Statistics (INSED), all the necessary information/data for the SDG4 will be collected, including those related to out-of-school children. In 2018-2019, INSED will be

requested to submit statistical data for the writing of a short report on out-of-school children and unemployed youth. - Assessment of learning outcomes: In 2017, a mechanism for assessing learning outcomes will be set up at all levels of the system. A systematic analysis of the results of national examinations will be carried out at the end of the school year and the use of standardized tests meeting international requirements in relation to SDG4 will be institutionalized. - Gender equality: In 2018-2019, and as part of the planned education sector review (RESEN in French), disaggregated data by island will be available to better target precisely the disadvantaged areas and the reasons for the non-schooling of the children in order to eliminate discrimination by addressing existing imbalances in the schooling of girls and boys through appropriate actions. - Education in Emergencies: In 2018 an analysis of conflicts and the impact of natural disasters in the context of the preparation of the new RESEN will be conducted in order to establish, through the next comprehensive sectoral plan by 2030, mechanisms for mitigating the risks of conflicts and natural disasters by strengthening resilience in the education system.

With respect to management capacity, more particularly the capacity for financial planning in the directorate of administration and financing within the Ministry of Education and the decentralized structures in the Islands comprising Comoros (CEIA in French) will be strengthened in the area of budget preparation process. Furthermore, it is foreseen that the management of the sector budget will be devolved in order to bring it closer to the main beneficiaries at the Islands and local levels during the implementation of the 2017-2020 Education Sector Transition Plan.

In 2017 the Government is also planning a Donors’ Roundtable in a friendly country for the mobilization of funding for the financing of the PTSE. In addition, strategies for coordinating development partners in planning and implementation of PTSE as well as the adoption of mechanisms for managing funding and expenditure on education and sharing information and joint evaluation of the sector's efforts with partners are currently being planned.

Djibouti The current policy context of the education sector in Djibouti is conducive for the integration and implementation of the SDG4 priorities and targets as embedded in the national SDG4 Roadmap. Three strategies support this assertion: (i) the National Education Strategy which is derived from (ii) Djibouti Vision 2035, an ambitious yet pragmatic vision of socio-economic development that projects Djibouti as an emerging economy by 2035 and (iii) the Strategy for Accelerated Growth and Employment Promotion (SCAPE in French). The 2017-2019 Action Plan for integrating SDG4 targets is currently being finalized and it is buttressed by the National Symposium Acts on the quality of teaching and learning.

It is noteworthy that the National Consultative Meeting on the 2030 Education Agenda-SDG4 that took place in September 2016 impacted the programming processes and choice of priorities and orientations

13 contained in the 2017-2019 Action Plan. The consultative meeting also produced the following outcomes: - Adherence of the population to educational policy - Technical and Funding Partners’ Commitment to the education priorities and goals - Adoption of SDG4 targets - Development of the SDG4 Roadmap that will allow the implementation of the future master plan

The following key priorities have been identified: (i) strengthening universal access by identifying the 20% who do not have access to schooling; (ii) introducing public pre-school education; (iii) reforming TVET in order to make it more relevant to labor market needs; (iv) integrating ICT in the teaching and learning process in basic education, and (v) ensuring funding predictability.

With regard to challenges posed to the management of the system, Djibouti is poised to adopt a results- based management approach in all sub-sectors, enhancing the skills of EMIS professionals, rethinking methods and mechanisms for the management of statistical services and establish a culture of evaluation at all levels of the education system. At the system-level, meeting these challenges requires a redefinition of the concept/notion of quality in order to design targeted activities that could raise / enhance the quality of the teaching and learning processes to a level of excellence. It also implies the establishment of coordination and information sharing mechanisms with other ministerial sectors and civil society. One of the key recommendations made by the education actors is to establish a steering committee that would deal specifically with quality within the Ministry of Education and Vocational Training (MENFOP in French). It is believed that this will help the implementation of the national SDG4 priorities and targets as it might result into a genuine mobilization of all stakeholders and rigorous planning of actions to be undertaken by 2030.

The way forward now consists of tabling the National SDG4 Roadmap at the National Assembly/Parliament and the Council of Ministers for formal adoption. This process will be strengthened by partnerships and regional cooperation with a view to achieving the SDG4. It is therefore important to promote exchange of information between countries of the region through UNESCO.

Eritrea The National Consultation for adapting the 2030 Education Agenda SDG4 was held in November 2016 and it brought together a cross-section of the education stakeholders in Eritrea: Members of the Ministry of Education, relevant Ministries, including health, labor, national development and defense; Regional administration; National Organizations (Teacher’s Association and others); Regional Education Offices; People’s Front for Democracy and Justice (PFDJ); UNICEF; Prison and Rehabilitation Centers and the private sector.

In terms of outcomes, the consultative meeting was useful in enhancing multi-sector partnership and knowledge on the global priorities and targets of the 2030 Education Agenda-SDG4. It was also useful as

14 a learning process for the Ministry of Education staff as they learned how to translate SDG 4 into national targets, national development priorities and plans. It also helped in the identification of national education policy challenges and priorities in light of SDG4 and led to the developing of a national roadmap matrix.

The 2030 Education Agenda adaptation exercise in Eritrea was timely. It coincided with the end of the 2013-2017 Education Sector Plan and the preparation for the formulation of a new 2018-2022 ESP. Therefore, the integration of SDG4 priorities and targets can be carried out in the implementation of both the 2013-2017 ESP and the next five-year ESP (2018-2022).

Three priorities have been integrated in the National SDG4 Roadmap: (i) the reformulation of the policy statement on pre-primary which has not been clearly articulated; (ii) addressing the challenges of out- of-School children and (iii) the assessment of learning achievement.

Eritrea expects to face major management challenges as qualified personnel to integrate and implement the identified priorities and targets are lacking at all levels. There also major limitations in terms of infrastructure and financial resources. For instance, the capacity to use computers and other IT facilities are limited, making data collection process to boost the management of quality educational service delivery very difficult.

In view of the above challenges, Eritrea will request technical and financial support for capacity in policy and programme development and implementation at national and regional levels. This support should help education professionals to better understand and integrate SDG4 priorities and targets into the national programmes and plans, mainstream SDG4 targets and indicators into national instruments and enhance their capacities to implement.

The SDG4 Technical Working Group in Eritrea is working towards submitting the Full Narrative Report to decision makers for endorsement. They will first review the report and make necessary adjustments and formal endorsement is tentatively planned for March 2017.

Ethiopia The national SDG4 consultative meeting in Ethiopia held in September 2016 attracted a large number of key stakeholders, including among others high-level technical officials of the ministry, agency members of the Local Education Development (LED), representatives of relevant directorates from the Ministry of Education; non-governmental organizations, civil society organizations, teacher unions and networks working in education. The meeting served as an important venue for all to discuss how Ethiopia’s Education Sector Development Plan V (ESDP V) aligns itself with SDG4 and in so doing identify challenges/ gaps that can be addressed.

The discussion on SDG 4 is happening at a time when Ethiopia is earnestly implementing a very ambitious human capital development strategy through an Education and Training policy developed in

1994 and which aims at “developing the physical and mental potential and the problem-solving capacity of individuals by expanding education, and in particular by providing basic education for all “.

While Ethiopia has made notable progress in expanding access to education and improving the relevance of the curriculum at all levels, the quality of education remains a critical challenge. The integration and implementation of SDG4 priorities and targets into ESDP V is now seen as an opportunity to address the quality challenges such as the high dropout and repetition rates as well as including the following new priorities: providing special needs education, universalizing pre- primary education, revitalizing TVET and higher education to produce skilled and competent manpower capable of meeting the demand of the economy and labor market; addressing education in emergencies and advancing education in the pastoralist communities in order to lower the adult illiteracy rate.

However, Ethiopia is confronted with major planning and management challenges. Given the population size and the geographical spread of the country, the current human, financial and infrastructural capacities cannot cope with the magnitude of the needs. For instance, leadership and management capacity at the central and decentralized levels is insufficient because of high turnover.

Even though ESDP incorporates a sound implementation, monitoring and evaluation framework, monitoring and evaluation (M&E) faces serious challenges. Reliable and timely data is lacking and the infrastructure to collect and analyze data is insufficient. This is mainly due to low capacity of staff and lack of an M&E culture in decision-making. For instance, baseline data does not exist while indicators to measure progress of the ESDP goals and targets are in place.

The consultative meeting made the following recommendations: (i) map out, incorporate and align SDG4 with ESDP V targets; (ii) build strong collaboration and synergy with different stakeholders; (iii) foster monitoring and evaluation for the implementation of the sector programs; and (iv) strengthen institutional capacity development at all levels.

Kenya Kenya’s national consultative meeting (October 2016) was attended by close to 100 persons and it drew its participants from a wide array of stakeholders, including most notably religious organizations, National Council of Nomadic Education, Parents associations, Associations of Tertiary institutions, Commission for University Education and key government agencies and partners.

The meeting provided a platform where stakeholders had an opportunity to build a common understanding of the Education 2030 Agenda - SDG4 targets and priorities and agree on how these should be translated into national education system policies and plans. In terms of achievements, the meeting formulated policy recommendations on how to mainstream SDG4 into current policy and implementation frameworks. Implementation structures were suggested such as the setting up of sector coordination and cross -sectoral coordination mechanisms which could marshal the goodwill to deliver

16 together as government and non-government actors. These mechanisms could also help in the identification of technical assistance and capacity building needs.

The current education policy context in Kenya presents a conducive environment for the integration of SDG4 priorities and targets. There is a strong government goodwill as demonstrated by the setting up of cabinet sub-committee on SDGs and the willingness to devolve planning at the county level that takes SDGs into account. The Government has already initiated a mobilization and coordination campaign of all the education partners.

Education in Kenya has been guided by the National Education Sector Plan (NESP) since 2013 and the Plan is divided into three volumes that span the period 2013-2020: 1. National Education Sector plan vol I –program rationale and approach 2013-2018 2. National Education Sector plan vol II (Operational Plan) 2013-2018 3. National Education Sector plan vol III 2015-2020

Kenya has also formulated a number of thematic and sub-sectoral strategies and review exercises that are good entry points or modalities for the integration of SDG4 priorities and targets such as:

• Education for sustainable development policy for the education sector (2017) • Education sector diagnosis/review to assess access equity and internal efficiency of the system • Reviewing the National Education Policy Paper (2012) for endorsement by Parliament • Reviewing NESP including the timelines to align it to MTP III • Integrating SDGs in UNDAF work plans • Strengthening quality assurance

In terms of challenges, Kenya is faced with gaps in policy planning, management and M&E but they are being addressed. However, the following technical challenges related to SDG4 priorities have been mentioned: • The current knowledge based curriculum does not have adequate pathways to accommodate all learners’ interests, talents and abilities; and this has in turn denied up to 20% of candidates the opportunity to transition from primary to secondary level leading to a lot of wastage. • The uptake of STEM (Science, Technology, Engineering and Mathematics) is slow and disadvantages girls. This could be attributed to a number of factors including attitudinal and weak mentorship programmes. • Inadequate programmatic responses to refugee children in emergencies in education; especially because of porous borders and insecurity related to this phenomenon. • Assessment for learning has mainly been cognitive while the desire is to have competency based assessment. • Lack of comprehensive teacher education and development policy framework to deliver the CBC curriculum.

• Challenges with the legal framework where the mandates of some institutions appear conflict and thereby affect seamless provision of education services. • Lack of technical assistance to assist the Ministry as the review of the NESP is taking place framework.

With respect to recommendations, the following were made: • Develop and operationalize a comprehensive teacher education and development policy. • Review legal and policy framework to ensure a seamless provision of educational services among the national, devolved and decentralized entities. • Reviewing NESP in the light of SDGs and operationalizing it in 2017/18 onwards. Technical Assistance may be required.

Madagascar The National SDG4 Consultative Meeting took place in October 2016 and brought together the three education and training ministries (Basic Education, TVET and higher education), the Ministry of Economy and Planning (MEP), civil society organizations, NGOs and Technical and Funding Partners (TFPs). The meeting promoted an active engagement of all stakeholders in the education sector by making them aware of the important stakes in joining hands for the integration and implementation of SDG4 priorities and targets in the education sector.

The drive for the integration of the SDG4 priorities and targets could not have happened at a more opportune time for Madagascar as the country is currently formulating its new five-year education sector plan (PSE 2018-2022) entitled “quality education for all, guaranteeing sustainable development". The process of integrating SDG4 into the PSE is currently underway and will be finalized soon. This will also make the development of action plans under the PSE much more sensitive to the SDG4 priorities and targets. As things stand now, SDG4 targets have been integrated into the PSE which will be tabled in the near future for endorsement by TFPs.

Some of the key priorities identified during the SDG4 consultative meeting include the issues of out-of- school children, illiteracy and the training of trainers of teachers for quality improvement. There was a common agreement that for SDG4 integration to be successful there should be ownership and understanding of the SDG4 vision at the highest levels of the governance of the system.

There are however major challenges in the management of the education and training systems that need to be addressed such as the need for a human resources capacity building plan to improve planning as well as the management and administration of the system. For instance, there is a need to develop an effective EMIS that can provide reliable statistical and financial data in real time. Also, there should be capacity for an effective prevention and mitigation of natural disasters in the management of the education system. For this to happen, it is important to instill a culture of monitoring and evaluation in the management of the education system. The development of a communication strategy in the

18 implementation of the SDG4 is crucial as it will ensure understanding and ownership by the public at large.

In order to strengthen the management of the system, a few challenges need to be addressed such as the current imbalance in resource allocations between sub-sectors and the insufficient involvement of centralized and decentralized authorities in planning and management decision-making and the under- representation of certain sub-sectors in the Local Education Groups (LEGs) coordinated by donors. Respect by donors and governments of their commitments to the allocation of resources to the SDG4 is essential.

Mauritius In many respects, Mauritius’s development strategies and goals are already aligned with SDGs. The 2030 Vision Document reflects convergence with goals and targets of SDGs. The National Consultation (September 2016) confirmed this as it was found out that the policy directives developed by the Ministry of Education correspond by and large with SDG4 priority and targets. The meeting was therefore very useful in providing a platform for discussing the need for synergy among the wide array of stakeholders who attended in working together towards the achievement of SDG4 by 2030. It also allowed for the identification of issues which necessitate policy-related actions that have so far not been taken on board in the education sector.

The integration of SDG4 priorities and targets in the ESP is timely as it is happening as Mauritius is implementing its new Education Sector Plan which involves far-reaching systemic reforms of the education sector. The 2015-2030 ESP entrenches a nine-year continuous basic education and the curriculum reform consists of translating/integrating Education for Sustainable Development (ESD) concepts and principles into the teaching and learning processes. In terms of equity, the ESP has made provisions to integrate children with special education needs and those who are socially disadvantaged and marginalized through scholarships. The introduction of Creole (Kreol Morisien) as language of instruction and/or subject is also an attempt to redress past inequalities of survival for disadvantaged children.

With regard to policy challenges, equitable, inclusive and quality education for all in Mauritius is an important goal. For example, addressing adult education and Non-Formal Education is a challenge as a large majority of older people cannot read and write in English and French, the two official languages.

Management challenges in delivering the ESP include a lack of common understanding of certain policies by key constituencies which affects the prioritization of projects, coordination of different organizations in carrying out certain functions such as specific data collection and monitoring and evaluation of projects in different phases. Coordination and synergy among national and international data processes to harmonize data collection and sharing is also a key challenge. Stakeholders engagement should be enhanced, more specifically public-private partnerships (PPS) should be fostered.

Action plans are in place to address some of the challenges and Mauritius welcomes the need for regional cooperation/collaboration in terms of sharing good practices and learning from one another.

Seychelles The SDG4 consultative process has yet to begin in the Seychelles. It is planned for 2017 as an integral part of the formulation of the next Medium Term Strategy (MTS 2018-2022) to replace the present Medium Term Strategy 2013-2017 and beyond.

The current educational context in the Seychelles is characterized by the evaluation of the MTS 2013- 2017 in preparation for the formulation of the next five-year MTS. It is anticipated that the integration of SDG4 vision and targets will be at all the relevant levels of the components of the Medium-Term Strategy 2018-2022.

The policy challenges in relation to the integration of SDG 4 priorities and targets are as follows:

i. The institutionalization of a more balanced curriculum and assessment that adequately caters to the academic and technical dispositions of learners in a comprehensive learning system historically dominated by academic orientation to teaching and learning. ii. An adequate and sustainable supply of quality teachers to service a balanced curriculum and assessment at all levels. iii. An enabling learning and teaching environment to facilitate quality learning throughout the system.

The main planning challenges consist of the inadequate supply and quality of human resource to service the economy, timely availability of reliable data for decision making, absence of an established model for financing education at all the sub-levels within the Programme Performance Based Budgeting Approach in place since 2014.

Concerning monitoring and evaluation (M&E) challenges, the Seychelles mentioned the inadequate capacity in strategic planning, monitoring and evaluation, weak culture of strategic management and unavailability of agreed tools for Monitoring and Evaluation. Coupled with M&E challenges, the management of the system suffers from a lack of coordination and synergy among and between personnel from relevant Divisions/Sections within the Ministry of Education and with personnel from other relevant sector ministries in agreed action frameworks. Linkages/partnerships between the Ministry of Education and the private sector and NGOs in education planning and management are not optimal.

In terms of the way forward, both the consultation and the submission of the full narrative report of its proceedings are planned before the end of 2017 as an integral component of the process of formulation of the 2018-2022 Plan. The top priority is to secure Cabinet Ministers’ approval of the evaluation of the MTS 2013-2017 in order to start preparation of the next Medium Term Strategy (MTS) 2018-2022 which will integrate the SDG4 vision and targets.

Somalia Somalia’s national SDG4 consultations were held in November 2016 and they brought together participants from the Federal States including department directors, private education partners, community actors, non-governmental agencies, UN-SDG4 Co-Conveners and donor agencies. The outcomes were shared and presented at the Education Sector Committee meeting in Mogadishu and Nairobi. The meeting identified key areas of priority, in particular in the newly established and emerging states. It also provided the platform to discuss strategies that would address the challenges facing returnees and the high number of IDPs.

The meeting allowed participants to gain a common understanding of the vision, priorities and targets of the Education 2030 Agenda- SDG4- as well as how it can be translated into national education system policies and plans.

Among the priorities/challenges identified are the following:

- Ensuring access to education to over two million out of school children in a context of prolonged conflict, limited financial and human resources and infrastructure. - Addressing the education and skills needs of over 70% of the youth population, known as the ‘lost generation’ with limited education and skills needed in order to eradicate poverty and pave the way for Somalia's long term socio-economic development.

- Addressing gender inequality across education levels, especially access to education for the girl child. - The need to develop and agree on education in emergency (EiE) policy and the requisite regulatory framework, strategic and implementation plan and financing framework. - Low status of the teaching profession in the last two decades which has reduced the human resources needed to revive the sector; this can be attributed to the fact that teachers are currently not registered as public servants.

With regard to the context in which the SDG4 priorities and targets are being considered, it is important to note that the education sector in the country is still undergoing extensive reform with priorities focused on providing basic education for all for the next couple of years, thus limiting the government ability to channel the limited resources towards the development of key SDG4 target areas.

As a result of the serious domestic financial constraints, the education sector is largely funded by development partners, limiting the scope of long term planning and management. This also affects the capacity for information sharing/coordination and cross-sectoral forums to adequately address SDG targets among line ministries. Moreover, varying levels of development among the Federal/Regional States presents capacity challenges in terms of planning and reporting systems. For instance, there is a lack of an Education Sector Coordination database to allow for effective monitoring and evaluation (M&E) of projects.

The M&E structure is limited in scope limiting the ability to capture household and school level and learning environments information. Poverty index places 73% of the population in the disadvantaged

21 category requiring extensive disaggregation. Education sector is currently in the infantile development phase and unable to capture indicators based on fully fledged functioning systems.

In view of the above challenges, the following actions are required:

• The establishment of an education trust fund and mobilization of resources through sustainable financing models tied to revenue generation.

• The establishment of inter-ministerial forums and Federal Member States coordination groups.

• Development of institutional capacity of Federal Member States in key areas of information management, reporting and planning.

Development of an education sector coordination database for accountability purpose. During the SDG4 consultations coordination and oversight was discussed and will be fully operational following the development of the ESP.

The message Somalia wants to put out is that education serves as the central pillar for the country’s long-term stability through poverty alleviation and economic development. There is common understanding that the country’s social and economic outcomes are contingent on the investments in her human capital. SDG4 priority targets will reaffirm the government commitments towards ensuring that all citizens are provided with inclusive, quality and equitable education services.

South Sudan The National SDG4 Consultative Conference in South Sudan took place in September 2016 and was attended by 28 state ministers from, among others, Ministry of Youth Culture and Sport, Ministry of Gender and Social Welfare and Ministry of Finance and Economic. High-level technical officials (i.e. Directors General) of the ministries of education and other relevant ministries dealing with education and skills development were also at hand as well as the UN Co-conveners – UNESCO, UNHCR, UNFPA, UNDP, UNICEF, and UN Women, representatives of civil society organizations and education donors group.

The consultative meeting was very informative and useful. Members shared experiences from all parts of the country and produced all the necessary information needed to compile the country report on SDG4.

With respect to challenges in the policy context, South Sudan is still confronted with civil wars and conflicts resulting in a lack of a conducive environment for education. This is compounded by inadequate education infrastructure, lack of sufficient qualified teachers while the country’s is faced with 1.8 million out-of-school children to educate and cultural barriers that affect participation of girls in education.

In view of the above, South Sudan has identified the following national priorities:

1. Promote peace, national reconciliation and healing in the country.

2. Reform the whole general education system by increasing access; improving quality; promoting equity and equality; enhancing the management capacity; promoting TVET; promoting the rule of law; and improving monitoring and evaluation.

3. Promote partnership to fund, implement, monitor and review The National General Education Policy, 2017-2027, and The General Education Strategic Plan, 2017-2022.

With regard to the planning and management context, the country is faced with the challenge of reforming the education system which suffered destruction as a result of prolonged civil wars, inadequate funding from government’s budget allocation and support to education; and low management capacity at the three levels of the government: National, State and Local government.

Concerning M&E challenges, and as a result of the overall low technical capacity, EMIS data analysis, collation, and reporting require beefing up in terms of qualified staff at the three levels of the government; M&E implementation is a challenge due to insecurity; and funding for EMIS data collection, collation, analysis, reporting and dissemination is largely unaffordable and requires donor support.

Given these contextual impending factors, the following actions/priorities are required in order to address the planning and management challenges:

1. Reconstruct, reform and strengthen the education system by implementing many and significant reforms in the next five years or so;

2. Ensure that the budget allocation to education is in accordance with the provisions of The General Education Act, 2012, that is at least 10% of the annual budget; and

3. Build the management capacity of staff of the Ministry, the State Ministries of Education and the County Education Departments.

THEMATIC PANELS: DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL RECOMMENDATIONS The overall objective of the thematic panels was to explore key areas of the 2030 Education Agenda SGD 4 and other important issues that warrant deeper understanding of their policy and implementation implications. Therefore, panels were organized in such a way that they brought to the forum conceptual clarification and good/promising practices. The composition of the panels reflected this concern as key UN and other bilateral or multilateral agencies that have the mandate or are specialized in the focus areas of the 2030 Education Agenda were invited to contribute to the discussions along with countries that have managed to formulate and implement concrete responses to the challenges in programmatic terms. It was expected that the panel discussion would provide ideas for regional cooperation and creation of communities of practice within the Eastern African Region.

Eight (8) thematic areas were identified: (i) Skills for work/literacy/lifelong learning, (ii) Education in Emergencies, (iii) Partnerships/financing of education, (iv) Global Citizenship Education (GCED)/Target

4.7, (v) ICT and Innovation in Education, (vi) Teaching and learning, (vii) Early learning/ECD/quality learning outcomes; and (viii) Inclusion/gender equity.

The 8 panels were run in a parallel fashion. Each panel had to reflect on the presentations and document their discussions and recommendations following a format that consisted of identifying common challenges, common opportunities and identification of regional activities to be recommended.

Skills for work/literacy/lifelong learning Three presentations were made during this panel by the following participants: The Ministry of Education of Madagascar, the Ministry of Education of Comoros and the UNESCO Institute for Lifelong Learning (UIL).

The Ministry of Madagascar described a government/UNESCO’s vocational and integration training programme that is specifically dedicated to rural youth. The programme is by all accounts a promising response to the issue of the massive out-of-school youth population and the need to link TVET with the human capital needs of the labor market and the economy. It consists of training rural youth both in stable and sustainable jobs and trades and in creating enterprises related to farming in the agriculture sector. The success of the programme has triggered the formulation of a new TVET policy in Madagascar.

The Ministry of Comoros presented two key policy initiatives to address the educational needs of out- of-school children and youth and the high adult illiteracy rate among adults. The first initiative consists of Non-Formal Education programmes for out-of-school children aged 8 to 14 years that serve as pathways to formal schools and TVET institutions depending on the age of the children. The entry into primary education occurs at the 4th or 6th grade after successful completion of the NFE programme and for children meeting the age requirements. The second initiative addresses the literacy needs of youth and adults aged between 15 and 45 years through the setting up of effective literacy and adult education.

UIL took advantage of the Forum to introduce the Third Global Report on Adult Learning and Education (GRALE III) and linked it to the concept of lifelong learning. The presentation clarified the importance of Adult Learning and Education for health and well-being, the labor market and employment and social, civic and community life.

The participants identified the following as common challenges: sustainability of projects and programmes beyond donor support, availability of reliable data at national and international levels for monitoring and evaluation, insufficient financial resources both at domestic and international levels and how to use the lifelong long learning concept to equip the youth with skills and competencies that will carry them throughout their professional and personal lives.

With regard to common opportunities, they singled out the existence of a real political will at all levels as illustrated by the integration of SDG 4 priorities and targets into education sector plans and the resources being mobilized to implement them.

Finally, they recommended the following: 1. Ensuring real ownership by the main stakeholders of the stakes embedded in the SDG4 priorities and targets; 2. Making visible, and popularize progress made but also actions that have not been done through the production of data and reporting both nationally and internationally; 3. Involving all stakeholders – civil society, NGOs, the media, government, local authorities, - in the reflection for better sustainability of projects / programmes; 4. Establishing national regulatory frameworks / steering mechanisms / reference documents to ensure the integration of all learners - especially young people who have never attended school or dropped out of school - in the learning processes - both formal and non-formal; 5. Prioritizing the allocation of available resources for the learning of out-of-school youth.

Education in Emergencies (EiE) Three presentations provided the framework for discussions for the participants in this panel. The Ministry of Education of South Sudan, the EiE Regional Working Group and the Kenyatta University, Kenya.

The South Sudan presentation was made by Hon. Deng Yai, Minister of General Education and Instruction. He underscored the importance of EiE in his country’s context and informed the participants of the following policy initiatives and reforms: (i) repositioning education stock in emergency for states and counties prone to emergencies; training of education personnel in EiE, setting up of an emergency fund; inclusion of emergency related indicators in EMIS database for better data analysis and impact; and provision of accelerated and alternative learning opportunities immediately after emergencies. He further indicated that one of the key priorities for his government is the rebuilding of school infrastructure which was devastated by wars.

The EiE Regional Working Group (WG) focused its presentation on the importance of and education sector planning approach that includes emergency and crisis affected population. It made very clear that SDG 4 cannot be achieved without inclusion of children and youth affected by emergencies in sector plans and that national governments need to create linkages between short term response in emergency and crisis contexts and long term development as well as the need to account and make visible all emergency- and crisis-affected girls and boys in education sector planning, development and monitoring at national and sub-national levels. The WG also underscored the importance of certification and equivalency needs of student populations affected by emergencies and crises and insisted that this is a critical regional problem.

Kenyatta University presented its response to broader challenges of access to Higher Education for refugees in Eastern Africa through a case study of Dadaab Refugee camp. They made a very strong case for education by indicating that education remains a key factor in protection mechanism, political stability and it develops leadership potential in fragile contexts. They said that higher education among refugee youth could lead to healthy transition from conflict to peace, resolutions and recovery and informed transformation from conflicts to stability. They advocated for the establishment of a Regional Equating Board to facilitate university admission across borders, particularly taking into account the needs of displaced populations and for supporting partnerships among higher education institutions in Eastern Africa to harmonize and sort higher education in emergencies needs for marketability of skills in both the host and home countries.

The following common challenges were identified: • Inadequate preparedness for EiE at national levels. • Lack of a regional body that looks at admissions/certification/equivalences/language for children and youth affected by emergencies. • Lack of comprehensive approaches on inclusiveness for children and youth affected by emergencies and crisis.

With regard to common opportunities the participants identified the existence of the Addis Convention/EAC initiatives and Inter-University Council for East Africa Universities for Higher Education framework. There is also a general political will to integrate displaced children and youths in the education systems.

The recommendations for regional cooperation included the following: • Member states to ratify the Addis Convention on Higher education to address Regional certificate equating/accreditation for refugees ensuring continuous collaboration between ministries of education in host countries and home countries. In terms of preparedness: • National Governments should develop emergency response/contingency plans as part of Education Sector Plans to respond to education needs for children and youth affected by emergencies and crisis. • Inclusion of refugees, returnees, Internally Displaced Persons (IDPs), stateless Children, girls and children with disabilities as well as persons of concerns, into the national education sector plans, programmes, budgets, and monitoring and evaluation systems.

Partnerships/financing of education This panel received four presentations: two from the governments of Uganda and Ethiopia and two others from the Global Partnership for Education (GPE) and the Educate Global Fund (EGF).

The Ugandan government indicated that partnership is essential for educational development. This recognition of partnership in Uganda was translated into a partnership policy in 2007 with the private

26 sector (Public Private Partnership Policy), to improve efficiency, strengthen partnerships with the private sector, improve targeting of resources to schools that are in particular need of support and mobilize external resources. This has helped in improving access to secondary education to areas that did not have government secondary schools.

However, there are many challenges in education funding through partnerships. For example, as the government funding to the sector reduces, parents are made to bear an increasing funding burden. Where the parents have failed to fill the funding gap, there has been a negative impact on the quality of education. The recourse to funding from the education development partners is becoming problematic at times as they set very stringent conditions for the sector to access their funding.

The Ministry of Education is now advocating for increased funding to the sector. This is being done by working together with Members of Parliament through its Uganda Parliamentary Forum on quality education and the education committee of Parliament.

In Ethiopia, the contribution of developmental partners and NGOs play a significant role to achieve Education Sector Development Plan (ESDP V) and SDG4 targets. The funding thus obtained enhances the pool and non-pool funding coordinated by the government. Partners follow the government’s cash flow system.

The challenges faced by the government include, among others, an important financial gap, the unpredictability of donor funding, the limitation of partners’ funding for TVET and higher education and limited implementation capacity. The recommendation is to enhance and sustain collaboration and partnership in financial and technical support in all subsectors (general education, TVET and Higher Education).

The GPE presentation focused on the role of GPE, the nature and areas of support and the results in GPE partner countries. GPE is the first global compact for education and it is a catalyst for increasing and improving the effectiveness of Development Country Partners’ (DCPs) domestic financing for education. The GPE funding model incentivizes governments to increase budget allocations for education through strengthening education sector planning that includes financially sound ESPs, mobilizing more and better financing to maximize impact and build stronger education system and supporting mutual accountability through effective and inclusive policy dialogue and monitoring.

GPE recommends the following to governments of the Eastern African Region: • Implementation of the SDG4-Education 2030 agenda rooted at country-level, where Local Education Groups (LEGs) could play a prominent role to mobilize and track better use of domestic financing; • Striving to reach the Incheon Framework for Action (FFA): 4-6% GDP & 15-20% of total expenditure to education;

• Promoting Inter-ministerial collaboration: use existing sector planning mechanisms to ensure effective collaboration (Joint Sector Reviews (JSRs) are key mechanisms to discuss the SDG4 goals as part of ESP implementation); • Using 2017 to create an opportunity to ensure political buy-in and dedicate adequate resources (i.e. through pledges to increase domestic spending).

The Educate Global Fund (EGF) is a new comer in the funding and partnership landscape. It is a private equity social investment fund dedicated to education. Its purpose is to enable positive impact on educational outcomes and life chances for disadvantaged children, especially girls and seeks to scale social impact for education by enabling the development of small-medium sized enterprises over 10 years’ horizon.

EGF is looking for companies developing high quality affordable products and services locally where communities will lead the process of removing barriers to education themselves. It is currently working with its first inaugural cohort: 10 social businesses joining EGF’s field studies in Kenya during 2015-16 to co-create an investment thesis and impact mission bottom-up.

The participants agreed on the following common challenges: • Volume, efficiency, and efficacy of education financing (external and domestic) has been inadequate to meet the education needs. • Contribution of partner to selected sectors only – i.e. contribution to TVET and higher education are limited. • Limited implementation capacity at national level. • Financing requires governance and transparency. • Domestic financing is essential for long-term sustainability and predictability of sector financing, efficiency, and efficacy of education. • Private sector capital has a catalytic role to play to complement domestic financing for the implementation of SDG4, it is still nascent and more effort is needed to identify and promote education investments for vulnerable communities – as per the recommendations of the UN Education Commission.

With respect to common opportunities, the participants agreed on the following (among others): • Existence of strong partnerships: government, development partners - Education Technical Working group, NGO (platform to avoid duplication). Partners follow government cash flow systems. • Existence of Public-Private Partnership Policy. • New tools and innovation for financing of Education. • Sharing of best practices on financing mechanisms for vulnerable communities that catalyses private capital like Educate Global Fund that invests in Education and Enterprises in East Africa.

The participants then agreed on the following key recommendations:

• Inter-ministerial collaboration: use existing sector planning mechanism to ensure collaboration. • 2017 – opportunity to ensure political buy-in and dedicate adequate resources including through pledges to increase domestic funding of SDG4. • Nurture the emergence of convening platforms like the SDG Philanthropy Platform to bring local philanthropy, private sector actors to complement government efforts. • Capacity building for policy makers to direct policies on innovative financing of Education, and partnerships with private investment markets. • Convening of an East African forum on innovative financing for education themes facilitated by Educate Global Fund, SDG Philanthropy Platform and domestic financing partners like GPE.

Global Citizenship Education (GCED)/Target 4.7

Two member states, Kenya and Somalia, and two NGOs (FAWE and Interpeace) working in the area of GCED provided insights into their experiences.

Kenya presented its experience in developing a GCED policy. The main justifications/objectives that underpin the Kenyan policy are: (i) the need to equip learners with knowledge, understanding and critical thinking about the local, national regional, and global issues and (ii) to enhance interconnectedness and inter-dependency with different countries and populations. It emphasizes soft skills focused on values, promotion if social cohesion and resilience building. The Kenyan presentation indicated that their GCED interventions included system based interventions such as sector analysis, legal and policy initiatives, partnerships and collaborations and curriculum based interventions (formal and co-curricular) that cover curriculum reform, life skills education, music, drama and art, Amani clubs, UNESCO clubs, ASPNET Schools, environment education, and clubs and psychosocial interventions.

The Interpeace presentation was on an initiative called the “Cross-border dialogue for Peace in the Great Lakes region”. The aim of the initiative is to promote peace education in the region and make it more effective and transformative. Interpeace indicated that many conflict dynamics go beyond national borders, therefore peace education must also have a regional dimension, to be more adapted to the reality and suggested that given that Peace education is much more of an approach, a mind-set, than a content, it must not be a theoretical “class”, but must be practical and be an approach to teaching. It’s about transforming educators, and students, into peacebuilders.

FAWE presented its TUSEME project in Tanzania. It is a process that builds life and leadership skills, especially for girls. The approach has improved retention and performance at primary and secondary school levels. TUSEME empowers students and goes hand in hand with Gender Responsive Pedagogy (GRP) for teachers. It empowers students to be agents of change through building skills such as assertiveness, self-awareness, critical thinking, decision-making and action-taking. It also builds peer support in problem solving.

TUSUME (Let’s Speak Out in Swahili) uses theatre for development methodology whereby the audience is part and parcel of solution formulation. Even though both TUSEME and GRP have had good impact on

29 changing teachers’ attitudes towards girls and reducing sexual harassment, the best practices are not shared adequately and these interventions have taken long to be mainstreamed in the national education system.

The participants identified the following common challenges:

 Unclear understanding of the concept of Global Citizenship Education.

 Youth and demographic transformation is a challenge in part because of inequalities, which makes them vulnerable to capture and recruitment into violent extremist and terrorist groups.

 Lack of cohesion caused by the politicization and manipulation of identities (ethnic, religious and cultural, etc).

 National, regional and global socio-political environments constantly transforming and at one level this reinforces exclusion and vulnerability especially of the youth.

They also agreed on these common opportunities:

 The youth are also an opportunity to drive change, promote values and peaceful social cohesion.  Education in the service of peace is a great opportunity that could lead to the fundamental transformation of countries and the entire region.  There is need to take a regional approach in addressing the challenges, through dialogues and engagement with a wide range of stakeholders.

Concerning regional recommendations, they agreed on the following:

 Curriculum development and review to enhance content with life skills and incorporate concepts, principles and values related to Global Citizenship education; also, ensure that these same values, and concepts are developed into programmes for communities.  Promote national cohesion by developing programmes that counter divisions based on ethnic and sectoral considerations, and highlight diversity through multi-ethnic and multi-cultural co- existence.  Develop regional programme interventions and provide platforms for sharing of knowledge and experiences on challenges faced by countries, many of which are cross border in nature.  Sensitization of Member States on the Concept of Global Citizenship Education.

ICT and Innovation in Education Two Member States (Seychelles and Djibouti) and three organizations (GESCI, KEPLER and the Open University of Tanzania) made presentations on the use of ICT and innovation on education.

Seychelles ICT initiatives are guided by component 7 (out of 13) of the Medium-Term Strategy (MTS 2013-17) and under which there are seven priority interventions. 1. Developing and implementing an ICT policy for the Education Sector;

2. Strengthening ICT education and assessment in the National Curriculum and Assessment Frameworks (2013); 3. Strengthening ICT-based management support; 4. Acquiring, deploying and improving the use of ICT software and hardware for all levels of the sector; 5. Building human resource capacity in the use and maintenance of ICT-related resources and services; 6. Building partnerships for improving Information Technology Services and infrastructure; 7. Monitoring and evaluating ICT resources and services.

The following strategic interventions have been put in place: (i) facilitating Student-Centered Teaching and Learning which includes ongoing review of national curriculum, adjustment of assessment strategies, professional development for teachers; (ii) Developing an Education Portal aimed at learners, educators, parents and the wider community. This includes creating a repository for open-licensed education software (Notesmaster), a Learning Management System (LMS) and (iii) Exploiting accessible technologies to support provision of universal access to quality education for all.

Among the best/promising practices to promote access, the Seychelles have highlighted the following:

• Laptop Scheme for Seychelles Teachers (ongoing since 2009). • Government subsidized Laptop Scheme for students (S4, S5 and professional centres). • Education Transformation Agreement with Microsoft. • Development of content on online portal - Notesmaster Seychelles initiative.

Djibouti has designed an ICT-based training plan for teachers and other ministry of education and training (MENFOP) managers. Through this plan, MENFOP institutions and schools have been equipped with computers. The plan has also allowed the development of maintenance capacity to ensure continued support to access to the digital facility. It is through this plan that tablets have been introduced in the first three years of primary school.

With regard to curriculum reform, ICTs have been integrated into all subject matters, including the sciences, math, physics and chemistry. ICTs are also being used for the teaching of foreign languages: French, English and Arabic. The experimentation with digital textbooks is in the pipeline.

The ICT integration policy in Djibouti is part and parcel of the implementation of SDG4 priorities. The government is working on ensuring that all primary schools are connected to broadband in partnership with Djibtelecom, that all teachers are connected, that all students in basic education are equipped with

31 tablets, even in the most remote corners of the country with all the necessary accessories (solar systems, backpacks, etc.); that all high school students are equipped with a laptop and that OERS are harnessed with UNESCO's support.

The Global e-Schools and Communities Initiative (GESCI), an international non-profit organization, made a presentation on the African Digital Schools Initiative (ADSI), a new model for secondary School Development. The ADSI model is being experimented within the existing education institutions in Kenya, Tanzania and Cote d’Ivoire and through working with an Expert Working Group (EWG) at National level and a School Support Team (SST) at County/Regional level.

GESCI and the African Union aim to promote scalable models and initiatives to accelerate relevant and effective ICT integration in African education and training systems within the framework of the Continental Education Strategy for Africa.

Kepler is a nonprofit university program based in Africa and designed for the developing world. Kepler is committed to SDG 4 and they intend to use ICT to contribute to this important goal. The use of technology allows the provision of affordable HE to students on the continent. In addition, the use of ICT as a learning tool to promote lifelong learning can equip job seekers with the ability to use technology, but also the critical thinking skills to utilize ICT resources as a tool to create more efficient and smarter workplaces.

The Open University of Tanzania (OUT) was established, among other reasons, to increase the transition rate to tertiary education which was among the lowest in the region. It was established to make tertiary level education accessible to all aspirants i.e. employed staff, disadvantaged groups (e.g. women, rural dwellers, people with disabilities and other school leavers).

At OUT, students’ study is enhanced through Open Distance Learning (ODL), with utilization of study manuals (Print mode), Internet facilities (Moodle) and Libraries and other support services.

OUT courses are fully offered online. Currently (2016/17) they are accessed by 54 participants from Zambia, Uganda, South Sudan, Rwanda, Burundi, Swaziland, Niger, Togo and Tanzania.

The following common challenges were identified: • Low rate of policy implementation and poor understanding of emerging policy areas; • Lack of effective device rollout strategies and connectivity and management systems; • Poor adaptation of curricula to ICT delivery formats, lack of e-content, and assessment and evaluation; • Lack of teacher and other educational personnel’s capacity in using ICT to support teaching and management; • Lack of accessible technologies to support provision of universal access to quality education (e.g. ICT and disability);

• At the tertiary level, a lack of harmonization of programmes and degrees; low inter-university collaboration and internationally competitive research to drive local ICT innovation; and • Sustainability including challenges related to costs and establishing reliable funding.

With regard to common opportunities, the following were mentioned: • ICT in education reflected in a number of education sector policies demonstrating high level commitment; • Emerging policy areas including Open Educational Resources (OER) and education portals; • Gender and inclusive education policies to promote inclusion and ICT as an enabler; • Regulatory mechanisms in tertiary education for ensuring the implementation and quality of ICT in education and programmes offered; • Expanding ICT use as a necessary condition (although not sufficient) for increased access and transition to tertiary education; • Partnerships with IGOs, NGOs, private foundations, Internet providers; • Recognition of ICT as a cross-cutting tool for promoting access.

Regional priorities/ recommendations for inter-country cooperation: • Policies and strategies for promoting greater access (including IDPs, refugees and stateless persons), transition, and skills for job creation underlining the role of ICT; • Quality should be at the center of ODeL and blended learning models; • Utilize Whole School Planning and Development in ICT Integration through the involvement of the school leadership, STEM Teachers and other subject teachers; and • Exploit Regional ICT Hub to provide affordable technical and pedagogical consultations and guidance for member countries to access on a needs basis.

Teaching and learning Uganda, Association for the Development of Education in Africa (ADEA) and UNESCO-IICBA provided the presentations for discussion.

Uganda’s presentation made the case that improving teaching and learning is a complex endeavor comprising many policy issues. Effective teaching and learning can only take place if the right mix of inputs is made and the process is properly supervised, inspected and monitored by all the responsible parties. The outcomes of an education system are to a large extent determined by the resources committed to this cause. All efforts should therefore be geared towards progressively increasing funding to education for improved learning outcomes

The presentation made by ADEA consisted of the work being carried out by its Inter-Country Quality Node on Mathematics and Science Education (ICQN-MSE), coordinated by the Centre for Mathematics, Science, and Technology Education in Africa (CEMESTEA) in Kenya.

The mandate of CEMESTEA is to provide Continuous Professional Development (CPD) for teachers in all the sub-sectors of the education system (ECD, primary and secondary schools), including Teacher Training Colleges (TTCs). ICQN-MSE, on the other hand, strives to advance policies, strategies, practices, and programmes to promote critical knowledge and skills in MSE.

The International Institute for Capacity Building in Africa (IICBA) of UNESCO was established to strengthen the capacities of the 54 African Member States in teacher development. The presentation by IICBA focused on the importance of having Well-trained and motivated teachers for any meaningful and quality teaching and learning to take place. It highlighted its study on teacher motivation which includes analysis on remunerations, career structures and professionalization which have a strong impact on the extrinsic dimensions of teacher motivation. Teacher motivation is also influenced by factors such as school leadership and management, opportunities for autonomy, self-actualization and control in the classroom, opportunities for their voices heard and collegiality within the school environment.

The common challenges identified by the participants are: • Existing gaps between policy intentions and practice; • Inadequate human resource capacity to stimulate innovation and learner centred pedagogies during teaching and learning especially in the hard to reach areas; • Low investment and funding to support teaching and learning especially in the teaching of science, access to science and TVET laboratories; • Low teacher motivation and facilitation; mentorship and teacher support mechanisms which have resulted into low professional morale and commitment.

In terms of common opportunities: • Existence of committed stakeholders, UN agencies and education development partners that are willing to support education interventions at all levels; • Common regional frameworks such e.g. the AU Continental Education Strategy for Africa (CESA 2016-25) in addition to the SDG4 frameworks; • Utilisation of the regional forums to share best practices and relevant and timely research findings on specific education themes to improve the quality of teaching and learning.

The following recommendations were made for the region: • Advocacy to increase funding for Teaching and Learning programmes at all levels through the national parliaments and Education Development Partners; • Implementation of Teaching and Learning policies especially for all children including children in emergencies, conflicts and children with special needs; • Focus on more comprehensive assessment of teaching and learning other than passing of examinations and assessing teachers’ needs for mentorship and Continuous Professional Development (CPD); • Improve the remuneration of teachers in the national budgets as part of improving teacher motivation and welfare.

Early learning/ECD/quality learning outcomes Mauritius, USAID, RTI, XPrize and UNICEF were the presenters.

Mauritius made the presentation as the lead country of ADEA’s ICQN-ECD. This role was bestowed upon Mauritius because of its achievements in Early Childhood Development and therefore of its potential to help other African countries follow the same path for ECD to serve as a foundation for further learning. In her presentation, Hon. Leela Devi Dookun Luchoomun, Minister of Education, laid out the importance of ECD as a foundational sub-sector. She described early childhood development as a window of opportunity for building an early base of skills and ensuring readiness for school and life. This assertion is now supported by evidence from neuroscience, psychology and pedagogy. She then described the implementation stages for an effective ECD policy which includes, among others, building institutional capacity, extending ECD services to the most vulnerable, enacting pro-poor policies which target children with special education needs, developing a national curriculum framework for ECE, investing in professional development of ECD Educators, empowering parents and building partnerships. An early support programme at lower primary is also crucial.

USAID’s (RTI) presentation was entitled “Measuring National Early Grade Reading and Mathematics Performance in Tanzania”. This is a direct response to SDG Target 4.1 in Tanzania. USAID supported the Government of Tanzania to address the gap with respect to knowledge on how children perform in the early grades. In 2013 a national baseline assessment of 3Rs using the Early Grade Reading Assessment (EGRA), the Early Grade Mathematics Assessment (EGMA) and the Snapshot of School Management Effectiveness (SSME) instruments established the baseline of the achievement levels of students in the early grades with regard to foundational skills in reading, writing, and arithmetic. The results informed changes to both the primary education curriculum and in-service teacher training approaches and were translated into national benchmarks set in 2014 (as well as five year targets) for Standard two students. The benchmarks formed a structure against which results from various donor-funded programmes could be measured. Countries in the region may need to understand how the EGRA/EGMA can be used in conjunction with existing national examinations.

The presentation on the XPrize consisted of informing participants of a $15M competition – funded by Elon Musk -- to develop open source learning software designed for children without access to quality education to teach themselves and each other reading, writing, and numeracy. Five finalists will each receive $1M and the Grant Prize Winner will receive an additional $10M.

The UNICEF presentation centered on Early Childhood Development Regional and Global Perspectives for 2018-21. It first explained the importance of ECD from neuroscience and physical development perspectives of a child and provided a brief overview of the existing strategies and regional and continental policy frameworks for ECD. For example, there is an ECD Strategy developed for the Eastern and Southern Africa (ESAR) which is based on three pillars for programming: Early Experiences Matter (Science + Advocacy); Families Matter (Parenting Programs and Care for Child Development); and Quality Matters (ECD and Early Learning). At the continental level, the Continental Education Strategy

35 for Africa (CESA 2016-2025) provides a framework for pushing the ECD agenda further. The ADEA ICQN- ECD is also a platform for dialogue, experience and information sharing and a community of practice.

The participants listed the following common challenges:  When to invest?  Quality teachers for ECD;  Not only child but family, sensitization of parents on ECD;  Language of instruction;  Using life cycle approach and addressing wide range of skills of children (e.g. cognitive, emotional);  Reaching the most vulnerable;  Unevenness in quality of ECD provision;  Not many experts on ECD;  Lack of materials in different African languages;  Low learning achievements;  High costs of learning assessment tools;  How to build capacities to use existing tools;

The Common opportunities identified are:  Existence of policy on ECD;  Community based initiatives;  Accelerated learning programmes in schools;  Regional Network on ECD (ICQN on ECD)/ country platform;  Multi-sectoral/ multiple partners;  Existence of national curriculum framework;  Parents involvement through parents’ empowerment education;  Availability of tools (e.g. early years’ assessment framework);  Availability of materials in different languages through prizes;  Availability of assessment tools like EGRA and data generated from such tools;  Using/build on existing assessment tools to avoid high costs of new assessment tools.

Recommendations: • Continue to advocate for ECD; • Professionalization of ECD; • Supporting regional information sharing using existing structures/platform e.g ICQN; • Enhancing the capacity of governments to undertake the relevant, appropriate and cost effective assessments for learning outcomes.

Inclusion/gender equity The panelists were, the United Republic of Tanzania, FAWE Regional and Plan International.

The Tanzanian presentation was focused on government efforts to promote inclusion and gender equity by offering second chance education programmes. These efforts have been made possible through legal frameworks and policies such as the Education Sector Development Programme (previous and the new ESDP, 2016/17 – 2020/21); the National Five Year Development Plan (FYDP I &II); the Vision 2025, which aims to achieve a ‘learned society’ linking closely with the Poverty Reduction Strategy II, and (now the National Strategy for Growth and Reduction of Poverty (NSGRP).

The efforts deployed by the government over the years yielded the following achievements: (i) the Gender parity in GER and NER at primary education level has been achieved since 2005; (ii) Gender parity for survival rate to Grade 5 and Grade 7 achieved since 2005 and was in favour of girls since 2013; and (iii) Enrolment of learners in the ICBAE learning centers over the period between 2000 and 2012 indicates an overall GPI of 1.2 indicating that the programme attracts more females than males. However, there are still regional variation in literacy rate with the highest rate being found in Dar es Salaam (96.1%) and the lowest in Tabora (59.0%).

The Forum for African Women Educationalists (FAWE) presented its experience in promoting gender equity and inclusion in education. As an advocacy organization with a special focus in Gender and Education whose priority is girls and women, FAWE is contributing to SDG4 through the CESA 16-25 by: (i) ensuring that issues on gender are integrated into the CESA implementation and monitoring frameworks by AU member states, (ii) spearheading development of a Gender Strategy for the CESA that will guide AUC member State in the integration of gender in implementation of CESA 16-25.

For the way forward, FAWE recommends that Member States’ commitment to inclusion and gender equality needs to move from policy statement to actual implementation. There is also the need to develop a gender responsive monitoring framework for CESA by investing in data collection mechanisms that are gender responsive to ensure effective and relevant analysis that will be useful to decision- making.

Plan International provided an overview of its 2018-2022 Strategy focusing on vulnerable and excluded children, particularly girls. The strategy strives to ensure that these target groups have the education and skills they need to succeed in life and make a decent living. As supported by research, the acquisition of essential personal, social and economic skills and assets for women and girls is one of the clearest and most effective ways to break the inter-generational cycle of poverty.

Plan International’s advocacy work seeks to convince African governments to invest more in education in order to: (i) allow more children, especially girls, to complete secondary education; (ii) provide safe environments for children, especially girls, in conflict and emergency settings; and (iii) give young people, especially young women, have the knowledge, skills and opportunities to access employment,

37 and to earn and manage money. The NGO has set up a few projects and programs such as in South Sudan where it is running a program that increases girls’ access to education and supporting married young girls to stay in school through ‘The Right to Choose Project’. It has also constructed hostels in Malawi to ensure that girls do not have to walk long distances to and from home; in Tanzania, it has partnered with the Ministry of Education and UNICEF to develop a Gender Responsive Education Sector Plan for gender-sensitive policies, planning, and learning environments. Construction of toilet blocks for girls is a standard element in Plan International School Improvement interventions.

Common challenges identified by participants: • Gender inequalities: poverty and discrimination, household chores, reproductive role, early pregnancies, child care, distance, fees, under performance, lack of sanitation facilities, completion and transition rates, cultural biases • Polices- re-entry after pregnancy; • Violence in / on the way to school; • Weak legal frameworks; • Dual legal systems, insufficient resource allocation to support implementation of laws.

Common Opportunities • Very clear evidence that investment in girls’ education is most effective way to break the inter- generational cycle of poverty – strong economic reasons- transformative elements; • There are now Opportunities to scale up/ Research and learn what works; • Existence of Gender responsive policies, programs and plans that address re- entry access programs, Satellite schools, Second chance education initiatives; • Integration of gender in monitoring; gender disaggregated data; • Community mobilization is real through the involvement of parents; • Involvement in regional fora and dissemination of gender responsive models; • Ongoing initiatives of promoting gender equity across all levels including adult and non-formal education.

Recommendations for the region

• Integration of gender and inclusive education into national plans and budgets integrated into national sector plans; • Investment into changing social norms -Parental and community involvement; • Gender responsive monitoring frameworks: Investment in data collection – count the girls and most vulnerable groups.

GLOBAL AND REGIONAL COORDINATION AND MONITORING

UIS and UNESCO Headquarters provided participants with a presentation on the global and regional architecture of the coordination and monitoring of the 2030 Education Agenda-SDG4.

From the outset, the presentation made it clear that the heart of implementation lies at the national level as the Agenda was developed and owned by countries. Therefore, governments have primary responsibility to deliver SDG4-Education 2030. The role of the global, regional and national partners is to support/contribute to country-led action. UNESCO’s role is to lead and coordinate SDG4-ED 2030 by supporting implementation and monitoring and reporting on progress.

The 2030 Education Agenda-SDG4 is supported by partnerships, structures and mechanisms whose mandates and functions are worth knowing: • SDG-Education 2030 Steering Committee; • SDG4-ED 2030 co-conveners (UNESCO, UNICEF, UNDP, UNFPA, UNHCR, UN Women, WB, ILO) • Collective Consultation of NGOs; • Regional Partnership Groups; • Sub-regional Partnership Groups; • National coordination teams/partnership groups; • SDG4 focal points.

For example, the SDG-Education 2030 Steering Committee has the mandate for (i) providing overall strategic guidance, (ii) reviewing of progress, (iii) recommending key priorities and catalytic actions; (iv) monitoring and advocating for adequate financing and (v) encouraging harmonization and coordination.

It is composed of 18 Member States representing each of the six regional groups. Africa is currently represented by Benin, Kenya and Zambia.

With regard to the support provided to member states for the implementation of SDG4-related priorities and targets, the following UNESCO organs are involved: UNESCO HQ, Institutes, Regional Bureau, and National Offices. They work in close collaboration with other partners and provide the following types of services: • Country readiness survey: policy and data • Unpacking SDG4 Guide; Roadmap tool; Mainstreaming SDG4 into policies and plans tool (currently under dev.) • National consultations and scoping; • CapED in selected countries; capacity building

With regard to monitoring and reporting, SDG4-Education 2030 progress is monitored through: • Global Education Monitoring Report;

• Technical Cooperation Group on SDG4 Indicators; • Other initiatives such as the Global Alliance to Monitor Learning (GAML), inter-agency group on education inequality indicators, SDG Digest, etc.

MOVING TOWARD A REGIONAL STATEMENT FOR A SDG4 REGIONAL ROADMAP: the MINISTRIAL ROUNDTABLE

The Ministers of the Eastern African Region in attendance participated in a roundtable designed to discuss and agree on the policy challenges and priorities for the implementation of SDG4 that emerged from the both the national SDG4 roadmaps and the thematic panels. The discussions and recommendations emanating from the roundtable were to be fed into the regional statement that was being drafted.

The following priorities emerged from the Ministers’ discussion:

i. ECD is the most beneficial and most practical sub-sector in which to invest.

ii. The effectiveness of examination as a way of measuring learning outcomes should be revisited as it drives away the focus from the acquisition of key skills and competencies to performance in exams. However, removing exams all together could affect standardization and sending the wrong signals. iii. Rebranding TVET is an important policy endeavor. Much needs to be done to allowing students to choose technical training instead of general education without feeling that they are choosing a second-class education. iv. There is an urgent need for common action at the regional levels as all the challenges reported from thematic panels are the same.

v. This is time for action and donors, technical people and ministers should work together towards the implementation of the 2030 Education Agenda at national and regional levels. The opportunities do indeed exist as the political will and partners’ commitment is strong. vi. There is need to strengthen the shared understanding and vision of the challenges and solutions related to SDG4. Monitoring will be driven by the vision. There is need to come up with a strategy within the three months—Results-based Management (RBM) is an important tool for ensuring the capacity to manage the systems as policy guidelines exist. vii. Financing education is a big challenge as a few countries have reached 30% of the national budget but there are still issues that have not been covered. There is therefore need to have a clear vision of what education and training should accomplish with regard to sustainable development.

40 viii. There is also need to shift the focus from negative pictures of education in Africa and focus on the positive.

Forum Statement Following the roundtable, a draft statement of the Forum was tabled for review and agreement. Suggestions for revision of the Statement were made and it was agreed that a revised statement will be circulated right after the forum for further comments and approval (Appendix 2).

Closing of the Forum The High Commissioner of Canada in Tanzania provided the closing remarks of the Forum. He reiterated the support of the technical and funding partners to countries of the region and indicated that the passionate debate about the way forward and the Statement convinced him of the importance given at the highest level to the implementation of the 2030 Education Agenda -SDG4. He thanked the participants for their contributions to the meeting and wished them great success in the work to follow the deliberations in Dar es Salaam.

APPENDICES

Appendix 1: Agenda of the Forum

DAY 2- February 15, 2017 Time Session Chairing/facilitation Rapporteur

8.00-8.45 Registration of participants UNESCO OPENING SESSION 9.00-9.40 Welcoming remarks Chair: Mrs. Zulmira - H.E. Katarina Rangnitt, Rodrigues, Head of Swedish Ambassador, United UNESCO Office, -Member State Republic of Tanzania Tanzania - UN

Statements by co-conveners

- Mrs Victoria Akyeampong,

UNHCR Head, Regional Service

Center - Mrs Ann Therese Ndong-Jatta, Director, UNESCO Regional Office for Eastern Africa Keynote address by the guest of honor - Hon. Prof. Joyce Ndalichako, Minister of Education, United Republic of Tanzania 9.40-9.50 Presentation of objectives and expected outputs/outcomes of the forum (by the Chair) 9.50.10.30 Press Conference Government of Tanzania 9.50-10.30 Tea break

INTERPRETING THE 2030 EDUCATION AGENDA-SDG 4 AT COUNTRY LEVEL

10.30-11.45 Presentation of National SDG4 Roadmaps matrixes (10 mn per country) - Tanzania Chair: IIEP Deputy -Member State - Uganda Director - UN - Comoros

- Djibouti - Eritrea - Ethiopia - Kenya 15 mn Q/A DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL RECOMMENDATIONS (THEMATIC PANELS) 11.45-13.15 Two thematic panels in parallel

- Skills for work/literacy/lifelong Chair: Minister of learning: Education; Djibouti Panelists: * Madagascar Facilitator: ILO * Comoros * African Union * AfDB * UIL Chair: Minister of - Education in Emergencies Education, Somalia Panelists: * South Sudan Facilitator: UNHCR/EiE * Kenyatta University Regional Working * NRC Group 13.15-14.15 Lunch break

INTERPRETING THE 2030 EDUCATION AGENDA-SDG 4 AT COUNTRY LEVEL (Cont.)

14.15-15.40 Presentation of National SDG4 Roadmaps matrixes (10 mn per country) Chair: Minister of -Member State - Madagascar Education, Eritrea - UN - Mauritius - Rwanda - Seychelles - Somalia - South Sudan - Zanzibar 15 mn Q&A 15.40-16.00 Tea break DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL RECOMMENDATIONS

(THEMATIC PANELS) (Cont.) 16.00-17.30 Two thematic panels in parallel

- Partnerships/financing education Chair: Minister of Panelists: Education, Mauritius * Uganda * Ethiopia Facilitator: World * GPE Bank/UNDP * Educate Global Fund (SDG Philanthropy Platform)

- Global Citizenship Education (GCED)/Target 4.7 Chair: Minister of Panelists: Education, South * Kenya Sudan * Somalia * Interpeace Facilitator: UNFPA * FAWE

19.00 Dinner hosted by the Government of Tanzania

DAY 2—February 16, 2017 Time Session Chairing/facilitation Rapporteur

DISCUSSING KEY AREAS OF THE 2030 AGENDA FOR REGIONAL RECOMMENDATIONS (THEMATIC PANELS) (Cont.) 8.30-9.00 Monitoring the implementation of Chair: Mrs. Victoria the 2030 Education Agenda-SDG4 Akyeampong, UNHCR -Member State (UIS) (plenary session) Head, Regional Service - UN Center 9.00-10.30 Two thematic panels in parallel

- ICT and Innovation in Education Panelists: Chair: Minister of * Seychelles Education, Comoros * GESCI * KEPLER Facilitator: UNESCO * Open University of Tanzania

- Teaching and learning Chair: Minister of Panelists: Education, Tanzania * Rwanda * Uganda Facilitator: UNESCO * ADEA * IICBA 10.30-10.45 Tea break 10.45-12.15 Two thematic panels in parallel

- Early learning/ECD/quality Chair: Minister of learning outcomes: Panelists: Education, Zanzibar * Mauritius (TBC) * RTI (TBC) * XPrize * SACMEQ Facilitator: UNICEF * Africa Early Childhood Network

- Inclusion/gender equity: Panelists: Chair: Minister of * Eritrea State, President Office, * Tanzania Tanzania (TBC) * FAWE regional * Plan International Facilitator: UNWOMEN 12.15-13.00 Report on the regional priorities Chair: Mrs. Victoria and recommendations from the Akyeampong, UNHCR thematic panels (Rapporteurs Head, Regional Service from each panel) Center 13.00.14.00 Lunch break

MOVING TOWARD A REGIONAL STATEMENT FOR A SDG4 REGIONAL ROAMAP (MINISTERIAL ROUNDTABLE) 14.00-15.15 - Highlights from regional Chair: Mrs. Ann -Member State priorities/recommendations (from Therese Ndong-Jatta - UN regional analysis and thematic (UNESCO) panels and key questions (Chair of session) - Policy challenges and priorities for the implementation of SDG4: Ministers contributions to the regional statement

15.15-16.15 Tea break (for finalization of regional statement) CLOSING SESSION 16.15-17.00 - Adoption of the regional statement Chair: Minister of (by Minister of Education, TBC) Education, TBC - Vote of thanks (by Minister of Education, TBC) - Co-conveners

Appendix 2: Final Regional Forum Statement

Ministerial SDG4 Regional Forum for Eastern AFRICA 15-16 February 2017 Dar Es Salaam, Tanzania

Forum Statement

1. We, the Ministers of Education of Eastern Africa 1 , high-level government officials, representatives of the United Nations and bilateral and multilateral agencies, regional organizations, civil society organizations and other partners, have gathered for the Ministerial SDG4 Forum for Eastern Africa in Dar es Salaam on 15-16 February 2017. We thank the Ministry of Education, Science and Technology of the United Republic of Tanzania for hosting this important event. 2 2. Reaffirming our commitment to (i) the 2030 Agenda for Sustainable Development and its 17 SDGs which include SDG 4 on education, (ii) the Incheon Declaration3; and (iii) the Continental Education Strategy for Africa4 (2016-2025); 3. Commending the commitment of the SDG4 co-conveners (UNESCO, UNDP, UNFPA, UNHCR, UNICEF, UNWOMEN, the World Bank and ILO) to support the implementation and monitoring of Eastern African regional priorities and cooperation frameworks, as well as National Education Sector Plans (ESP) into which the SDG 4 Agenda has to be integrated. 4. Reaffirming commitment to the pursuit of quality lifelong learning as a fundamental human right and imperative for sustainable development, and recognising the need for country ownership of the SDG 4, we endorse taking forward the lessons learned and policy recommendations in national education roadmaps presented during this Forum, and are resolved to construct new education paradigms in developing human capabilities for inclusive growth, wealth creation, peace and security, to reap the benefits of the demographic dividend of this region. 5. Drawing on the SDG4 National Consultations recommendations, the SDG4 National Roadmaps and thematic panels of the Ministerial SDG4 Regional Forum, we endorse the following priorities for the region: (i) STEM and Skills for work Literacy/Lifelong learning; (ii) Education in Emergencies (EiE); (iii) Partnership/Financing education; (iv) Global Citizenship Education (GCED); (v) ICT and Innovation in Education; (vi) Teaching and learning; (vii) Early learning/Early Childhood Development/Quality learning outcomes; and (viii) Inclusion/Gender equality. (Please see specific recommendations in annex).

1 Comoros, Djibouti, Eritrea, Ethiopia, Kenya, Madagascar, Mauritius, Rwanda, Seychelles, Somalia, South Sudan, Tanzania and Uganda. 2 Adopted at the United Nations Sustainable Development Summit in New York in September 2015. 3 Adopted in May 2015 and the SDG4-Education 2030 Framework for Action adopted at a high-level meeting alongside the 38th session of the General Conference of UNESCO in November 2015. 4 Adopted by African Heads of state within the framework of the African Union’s Agenda 2063;

Key priorities based on the principle of leaving no-one behind  Education in Emergencies (EiE) o Ensure that the needs of children and youth affected by emergencies and crisis are addressed in National Education Sector Plans for both preparedness and response, in particular children and youth in most vulnerable situation (e.g. refugees, returnees, Internal Displaced People-IDPs, stateless Children, out of school children and youth, girls and children with disabilities). o Cognisant of the commitments made at the Leaders' Summit on Refugees in New York on 20th September 2016, which gave birth to the Comprehensive Refugee Response Framework led by the United Nations, components of which would assist both the refugees and host-community children in refugee-hosting countries, encourage the inclusion of refugee education in the Education Sector Plans, programs, budget and monitoring systems.

 Global Citizenship Education (GCED) o Integrate principles of Education for sustainable development (ESD) and global citizenship education (GCED) in national curricula and teacher training, in order to (i) promote the development of values, attitudes and skills that are necessary for sustainable lifestyles, and peaceful and inclusive society with happy people living harmoniously; (ii) plan and implement teacher training on the basic requirements and standards to address the specific needs of crisis-affected children.

 Inclusion/Gender equality o Address through policy and laws all forms of exclusion and discrimination, disparities and inequalities in and through education (e.g. development of national out-of-school strategies within existing policy frameworks, including interventions to engage all stakeholders in advocacy campaigns to boost enrolment of the disadvantaged and most vulnerable children and those with disabilities); take measures to address data gaps, monitoring the situation of out- of-school children and youth; Advocate for the importance of gender equality and women’s empowerment for sustainable development addressing multiple demand-side as well as supply-side barriers by undertaking affirmative action in favour of girls, especially adolescent girls.

6. In support of the implementation of these recommendations, we recommend the creation of a Framework for Regional Cooperation to promote intra and inter-country collaboration, through: i. Establishing a coordinated support strategy - that is based on an agreed-upon Results Framework with key performance indicators and targets to measure progress in regional cooperation (Regional roadmap matrix).

ii. Mobilising technical and financial partners, including partners in the private sector, to operationalize the regional support strategy through such mechanisms as a pool of technical and financial fund for targeted cross-border capacity development as reflected in the regional analysis. iii. Prioritising areas for systems-level capacity development, such as (i) government-driven development of a sector-wide National Strategy for the Development of Education Statistics (NSDES) and data platform, (iii) government-led mutual accountability mechanisms to coordinate and harmonize multi-partner sector dialogue. iv. Promoting and expanding fora for better collaboration among government, sector working groups/Local Education Groups, multi- and bi-lateral organizations civil society and the private sector; and promoting active participation of young people at all levels. v. Organizing periodic high level policy fora and review opportunities for national experts and SDG 4 Focal Points. vi. Undertake assessments and analysis of progress towards achieving the SDG 4 targets as integrated into national education sector plans (every two-three years); vii. Taking measures to address data gaps (e.g. monitoring the situation of out-of-school children and youth).

ANNEX

REGIONAL PRIORITIES AND RECOMMENDATIONS

Skills for work and Life Initiate policy and curricula reform to rebrand and revive TVET, through: a competency-based, market- driven skills development framework and quality assurance system which prioritizes higher order thinking skills (i.e. transferable skills or soft skills); and clearly links basic, post-basic and non-formal VET to offer multiple pathways for lifelong learning. Strengthen youth and adult education and literacy policies, providing flexible learning pathways and recognition of outcomes of non-formal learning.

ICT and Innovation in Education Use ICTs to promote and accelerate access to education (including for IDPs, refugees and stateless persons), transition, and skills for job creation; promoting quality at the centre of Open Distance Learning (ODeL) and blended learning models; at school level, integrating ICTs in an holistic school based approach for learning and management; and at regional level, exploiting a Regional ICT Hub to provide

51 affordable technical and pedagogical consultations and guidance for member countries to access on a needs basis.

Teaching and learning Put in place comprehensive teacher policies for the revitalisation of the teaching profession, which lead to child-centred and inclusive teaching methods, including the use of ICTs, that result in learning for all. Develop: i) multi-level national assessment frameworks, including for relevant adult literacy and numeracy proficiency levels ii) pre-service and in-service training for teachers and non-formal education facilitators in classroom-based continuous assessment; and iii) capacity development for school-based quality assurance teams. Early learning/Early Childhood Development/Quality learning outcomes Increase access to quality public ECD by investing in public provision and partnership with the private sector. Professionalize ECD staff and address the multidimensional needs of young children to ensure their school readiness. Partnership/Financing education Increase funding for education to meet the benchmarks of at least 4 to 6 percent of gross domestic product and/or at least 15 to 20 percent of total public expenditure allocated to education.

Appendix 3: List of Participants

1. Ministers of Education or representatives; SDG 4 Focal Points and National Commission Secretary General or representatives N Country Name Designation

1 Comoros Mr. Said Abdou Representing the Minister Secretary General - Ministry of Education 2 Mr. ISSIHAKA MDAHOMA SDG 4 representative Coordinator of projects – Ministry of Education 3 Mr. SAID ABDOU Abdou Ahamada National Commission Secretary General 4 Djibouti Hon. Moustapha Mohamed Mahamoud Minister of Education and Vocational Training

5 Mrs. MADINA MOHAMED ROBLEH SDG 4 Focal Point 6 Mr. Isman Ibrahim Robleh National Commission Secretary General 7 Ethiopia Mr. Mezegebu Biazen Representing the Minister 8 Mr Mebratu Berhan Berhe National Commission Secretary General 9 Kenya Mr. Darius Mogaka Representing the MOE Cabinet Secretary Director Policy Partnership and East Africa Community Affairs 10 Mr. Elijah Mungai SDG 4 Focal Point 11 Mrs. Evangeline Njoka National Commission Secretary General Mary Kang'ethe KNATCOM Deputy Director Global Education Priorities and 12 SDGs officer in charge

13 Madagascar Mrs. Fanjamboahangy Ratsimisetra Representing the Minister of Education and National Commission Secretary General 14 Professeur Jean Louis Hanitrala Representing the Minister of High Education RAKOTOVAO 15 Mr. Andrianalizandry Joel Sabas SDG4 Focal point Minister of Education 16 Mr. Rivo Rakotozafy SDG4 Focal point Minister of Higher Education 17 Mrs. Sahondra Lalao Olga Ranaivoson Representing the Minister for Technical and Vocational Education Training (TVET) and SDG 4 Focal Point 18 Mauritius Hon. Leela Devi Dookun Luchoomun Minister of Education

19 Mrs. Mayadevi Soonarane Director, International Relations and Strategic Planning & Reforms, Ministry of Education 20 Mrs. Aneeta Ghoorah SDG4 Focal and National Commission Secretary General 21 Seychelles Mr. Alex Souffe Representing the Minister 22 Mrs. Vicky Gendron National Commission Secretary General 23 Somalia, Hon. Abdulkadir Abdi Hashi Minister of Education

24 Mr. Ahmed Yussuf SDG4 Focal point FGS 25 Mr. Hussein Abdi Ali (Badhaani) SDG4 Focal point Somaliland 26 Mr. Jama Abdi Bulshale SDG4 focal point Puntland

27 South Hon. Deng Deng Hoc Yai Minister of General Education and Instruction 28 Sudan Mr. Victor Dut Chol SDG4 focal point 29 Uganda Hon. Minister of State Rosemary Minister of Education & Sports Nansubuga Seninde 30 Mr. Cuthbert Mulyalya SDG4 focal point 31 Mrs. Rosie Agoi National Commission Secretary General 32 Eritrea Hailu Asfaha Representing the Minister of Education - SDG4 focal point 33 Tanzania Hon. Joyce Ndalichako Minister of Education 34 Ms. Hilda Mkandawile SDG4 focal point 35 Dr. Moshi M. Kimizi National Commission Secretary General

2. Co-Conveners N NAME TITLE ORGANIZATION 1 Shiraz Chakera Education Specialist (Quality) UNICEF 2 Victoria Akyeampong Regional Service Center (RSC)–Head UNHCR 3 Martha Hewison AE Global Advisor UNHCR 4 Emily Lugano Snr. Regional Education Officer UNHCR 5 Chansa Kapaya Country Representative UNHCR Tanzania 6 James Onyango Education Officer UNHCR Kibondo – Tanzania 7 Emilie Miller Associate Protection Officer UNHCR Tanzania 8 Anne Triboulet Snr. Protection Officer UNHCR Tanzania 9 David Kinyere Jada Education Officer UNHCR South Sudan 10 Mary Hanlon Associate Education Advisor UNHCR Uganda 11 Yemane Ghebreweld Snr. Protection Assistant UNHCR Eritrea 12 Girma Yadeta Education Officer UNHCR Ethiopia 13 Samia Abdoulkarim Abdallah Snr. Protection Assistant UNHCR Djibouti 14 Florian Hoepfner Protection Officer UNHCR Rwanda 15 Margaret Njayakio Assistant Education Officer UNHCR Kenya 16 Dr Majaliwa Marwa Youth Focal Point UNFPA Tanzania 17 Christine Mwanukuzi Representing UNFPA Deputy Representative UNFPA Tanzania 19 Maria Karadenizli Country Representative UNWOMEN Tanzania 20 Mehjabeen Alarakhia National Officer UNWOMEN Tanzania 21 Awa Dabo Country Representative UNDP Tanzania 22 Amon Manyama UNDP Tanzania 23 Rogers Dhilwayo UNDP Tanzania 24 Charlotte Goeman ILO Tanzania 25 Albert Okal National Officer ILO Tanzania 26 Ayoub Kafyulilo UNICEF Tanzania 27 Audax Timhida UNICEF Tanzania 28 Cecilia Baldeh Education Chief UNICEF Tanzania 29 Pantalee Kapichi Education Specialist UNICEF Tanzania 30 Kaboko Nkahiga World Bank 31 Cornelia Jesse World Bank

3. Other UN Agencies: N NAME TITLE ORGANIZATION 1 Qasim Sufi Chief of Mission in Tanzania IOM Mission in Tanzania

4. Partners

N NAME TITLE ORGANIZATION 1 Ludovic Signarbieux Senior Education Specialist – Country Support Team GPE 2 Victoria A. Egbetayo Partnership & Advocacy Specialist GPE Southern Partnerships and External Relations 3 Dora Lumasia Education Assistant FAWE 4 Neema Kitundu National Coordinator FAWE Tanzania 5 Dr. Zubeda Tumbo Masabo FAWE Tanzania 6 Prof. Penina Mlama Former Executive Director. FAWE Tanzania 7 Roland Angerer Director, Eastern and Southern Africa Regional Plan International 8 Mercy Kabangi Regional Communications Specialist Plan International RESA 9 Zena Amury Head of Education Plan International Tanzania 10 Cathleen Sekwao Coordinator TENMET Tanzania Education Network 11 Mary Sichangi Coordinator of the Inter-Country Quality Node on ADEA Mathematics and Science Education 12 Joyce J. Msolla Project Manager, African Digital Schools Initiative (ADSI) GESCI 13 Lynette Okeng’o Executive Director African Early Childhood Development Network 14 Sandrine Henton Investment Director Educate Global Fund 15 Josephine Gitome Director Kenyatta University, Centre for Refugee Studies & Empowerment 16 Carrie Ellett Chief Operating Officer Kepler 17 Matt Keller Senior Director Global Learning XPRIZE 18 Dr Felix Mulengeki Senior lecturer in education, Open University of Coordinator the UNESCO supported Master of Education Tanzania in curriculum design and development 19 Mr Pacifique Borauzima DRC Programme Manager Interpeace 20 Immaculée Mukankubito Never Again Rwanda Director of Operations Interpeace 21 Jonathan Stern Senior Research and Evaluation Specialist Research Triangle International Education Institute 22 HAMISI SEIF SIMBA Senior Social Development Specialist African Development Bank 23 Alberto Begue Education Researcher Action Aid 24 Seme Nelson Lomele Project Support Officer Finn Church Aid 25 John Kalage Executive Director Hakielimu

26 NZAMBIMANA Didace Assistant of the Minister of Public Service, Labor and Burundi Ministry of Employment Labour 27 BARIMWABO Mahias Advisor of the Minister of Public Service, Labor and Burundi Ministry of Employment Labour 28 Abid Mallick Director Aga Khan 29 Schmidt Amy Director Programme Development and Quality Save the Children 30 Tanya Zebrott Representative DFID 31 Margareth Mliwa Country Director Restless Development

Tanzania 32 Dianarose Leonce Community Officer AfriYAn (Youth Org) 33 Dr Meja Kapalata Representing SG Tanzania Secretary General Trade Union Congress (TUCTA) 34 Mr Lubuva Representing Secretary General Tanzania Teachers Union 35 Jessica Louis-Lopez Education Officer USAID 36 Swiss Embassy to Arthur Mattli Ambassador Zambia 37 Mr Hiroyuki Kubota Deputy Chief of Mission Japanese Embassy 38 Mr Gao Wei Cultural Counselor Chinese Embassy 39 Canadian High Susan Steffen Representing High Commissioner Commission 40 Canadian High Alice Birnbaum Education Sector Head Commission 41 Marie Kaarstad Ambassador Norwegian Embassy 42 Mr Jon Heikki Aas Counsellor Norwegian Embassy 43 Representing Ambassador - Director of Korean Korean International Joonsung Park International Cooperation Agency Cooperation Agency 44 Korean International Ms Della Shin Cooperation Agency 45 Katarina Rangnitt Ambassador Swedish Embassy

46 Idda Mlay Representative TENMET 47 Ummi Ndeliananga Chair SHIVYAWATA 48 Cuthbert Kimambo University of Dar es Salaam

5. UNESCO

N NAME TITLE OFFICE /ANTENNA 1 Ann Therese Ndong-Jatta Director UNESCO Nairobi UNESCO Regional Office 2 Marina Patrier Programme Specialist; Coordination UNESCO Regional Office Education Sector 3 Louise-Agnes Mackongo Liaison Officer UNESCO Regional Office 4 Virginia Ntheketha NPO for Education UNESCO Regional Office 5 Scheherazade Feddal Consultant ED UNESCO Regional Office 6 Hamidou Dodo Boukary Consultant ED UNESCO Regional Office 7 Elmi Idris Program Coordinator UNESCO Djibouti Antenna 8 Demissew Lemma Consultant UNESCO Ethiopia 9 Raymondine Rakotondrazaka Program Coordinator UNESCO Madagascar Antenna 10 Peter Wallet Project Coordinator UNESCO Rwanda 11 Viola Muhangi Kuhaisa Programme Coordinator Somalia UNESCO Somalia 12 Saluwen Sanya NPO for Education UNESCO South Sudan 13 Victoria Kisaakye Programme Coordinator Uganda UNESCO Uganda 14 Alice Ochanda NPO for Science and Gender UNESCO Regional Office 15 Jaco Du Toit Advisor CI UNESCO Regional Office 16 Abdul Rahman Lamin Programme Specialist - SHS UNESCO Regional Office 17 Karalyn Monteil Programme Specialist - CUL UNESCO Regional Office

18 Criana Connal Consultant ED UNESCO Regional Office 19 Mrs. Yumiko Yokozeki Director IICBA 20 Mr. Paul Coustère Deputy Director IIEP 21 Mr. Marc Bernal Regional Advisor, Africa IUS 22 Mrs. Angela Owusu-Boampong Programme Specialist IUL 23 Mrs. Margaret Sachs-Israel Programme Specialist HQ: ED/ESC/PCR 24 Mrs. Carolyn Medel-Anonuevo Senior Programme Specialist UNESCO Harare 25 Mrs. Zulmira Rodrigues Director UNESCO Dar Es-Salaam UNESCO Dar Es-Salaam 26 Mrs. Faith Shayo NPO for Education UNESCO Dar Es-Salaam 27 Ms. Ayisha Jessa M&E Specialist UNESCO Dar Es-Salaam 28 Mr. Spencer Bokosha Finance and Administrative Officer UNESCO Dar Es-Salaam 29 Ms. Mairead de Faoite Gender and Human Rights Specialist UNESCO Dar Es-Salaam 30 Ms. Ana Carolina Gonçalves Project Officer UNESCO Dar Es-Salaam 31 Ms. Luiana Temba CI Programme Assistant UNESCO Dar Es-Salaam 32 Mr. Mathias Herman National Professional Officer HIV/AIDS UNESCO Dar Es-Salaam 33 Mrs. Jennifer Kotta Project Officer UNESCO Dar Es-Salaam 34 Mr. Justin Mori Programme Assistant UNESCO Dar Es-Salaam 35 Mr. Adam Chacha Programme Assistant UNESCO Dar Es-Salaam 36 Mrs. Nancy Kaizilege Programme Officer UNESCO Dar Es-Salaam 37 Mrs. Nádia Marques Project Officer UNESCO Dar Es-Salaam 38 Ms Rehema Sudi Project Officer UNESCO Dar Es-Salaam 39 Ms Myoung Su Ko Project Officer UNESCO Dar Es-Salaam 40 Mrs. Rahma Islam Administrative Assistant UNESCO Dar Es-Salaam 41 Mr. Kelvin Kunzugala Administrative Assistant UNESCO Dar Es-Salaam 42 Ms. Linda Madete Administrative Assistant UNESCO Dar Es-Salaam

6. Tanzanian Government Officials

N NAME TITLE ORGANIZATION 1 Eng. Stella Manyanya Deputy minister MoEST 2 Maimuna Tarishi Permanent Secretary MoEST 3 Dr. Leonard Akwilapo Deputy Permanent Secretary MoEST 4 Nicholaus Bureta Commissioner for Education MoEST 5 Sara Mlaki Director for Primary Education MoEST 6 Pauline Mkonongo Director for Sec. Education MoEST 7 Sylivia Temu Director for Higher education MoEST 8 Basiliana Mrimi Director for Teacher Education MoEST 9 Thomas Katebalirwe Director for Tech. and Voc.Train. MoEST 10 DR. E.C.Shirima Director for Quality assurence MoEST 11 Basilina Levira Director for Adult&Non Formal Ed. MoEST 12 Gerald Mweli Director For Policy &Planning MoEST 13 Magdalene Mmbando Director for International Relations MoEST 14 Mwasu Sware Head of Government Comm. MoEST 15 Eliya Kibga Executive Director TIE MoEST 16 Dr. Charles Msonde Excecutive Secretary NECTA MoEST 17 Dr. Fidelis Mafumiko Director for Institute of Adult Ed. MoEST 18 Dr. Mwangeni Executive Secretary TCU MoEST

19 Makuru Petro Assistant Director MoEST 20 John Senzige Sector Coordination MoEST 21 Geofrey Meena Ag. Executive Secretary NACTE MoEST 22 Dr. Mbwambo Representative MoEST 23 Dr. Kokuberwa Katunzi Representative MoEST (TCU) 24 Prof. Emmanuel Nyanlevel Representative MoEST 25 Dr. Godfrey Mnubi Representative MoEST (IAE) 26 Upendo Sianga MoEST 27 Fadhila Muhanga MoEST 28 Joyce Jones MoEST 29 Arodia Katunzi MoEST 30 Moku Fatuma MoEST 31 Dionice Lukweme MoEST 32 Emmannuel Mukankubiro MoEST 33 Hilda Bukozo MoEST 34 Osca Ngenzi MoEST 35 Edward Alise MoEST 36 Deogratius Wenga MoEST 37 Robert Swai MoEST 38 Eng. Dr. G. Modu MoEST (NACTE) 39 Clara Kihombo MoEST (NACTE) 40 John Nchimbi MoEST (NECTA) 41 Khalfan M. Kabiki MoEST (NECTA) 42 Duah John MoEST (NECTA) 43 Oliva Kaso MoEST 44 Eng Enock Kayani MoEST 45 Sitta Peter VETA 46 David Edward VETA 47 Dora Tesha VETA 48 Mr. Harrison Mseke Director of the Refugee Services Department Ministry of Home Affairs 49 Dr Siston Masanja Principal ADEM 50 Bernard Makali Deputy Permanent Secretary PO-RALG 51 Juma J. Kaponda Director for Education Administration PO-RALG 52 Riziki Juma Minister Ministry of Education Zanzibar 53 Khalid Masoud Wazir Director of Policy and Planning Ministry of Education Zanzibar 54 Bakari Ali Silima Ministry of Education Zanzibar 55 Fatma Iddi Ali Ministry of Labour Zanzibar 56 Sikudhani Chikambo MP Government URT 57 Zitto Kabwe MP Government URT 58 Susan Lyimo MP Government URT 59 Peter Serukamba MP Government URT