Assessing the EFA architecture to prepare pertaining to Education 2030

Unlike other regions, Asia-Pacific has had EFA coordination mechanisms prior to the Globe Conference on Education for All (WCEFA) in 1990 in Jomtien, Thailand, the event that initiated the organization of the global EFA architecture. It had been in 1987, when UNESCO launched the Asia-Pacific Programme of Schooling for All (APPEAL) to promote basic education and learning for all in the region. After 2000, the particular programme was expanded to include the particular promotion of the six EFA objectives. In parallel, the Thematic Operating Group on EFA (TWG upon EFA), was established after the international community reiterated its commitment to EFA in 2000 at the Globe Education Conference in Dakar. Although the TWG on EFA is from the Asia-Pacific Regional Coordination Mechanism (RCM)[1] – a EL wide inter-agency platform that is required by ECOSOC in Resolution 1998/46 and is one of the six thematic operating groups under this mechanism, this specific TWG precedes the RCM plus UN TWG mechanisms in the Asia-Pacific region. This working group is definitely co-chaired by UNESCO and UNICEF and consists of UN partner organizations, international NGOs, civil society businesses and special interest groups. Regarding this, the region had an established mechanism to aid EFA activities before 1990 plus an EFA coordination platform to create on prior to and shortly after the entire world Education Forum in Dakar within 2000.


The Asia-Pacific EFA coordination arrangement was founded to promote, support and coordinate EFA activities in the region. These mechanisms possess played a key role in getting EFA partners and stakeholders together in support of EFA and ensuring coordination, synergy and collaboration amongst different stakeholders. Many countries have created their own coordination mechanisms at the nationwide level and in some cases even at the sub-national level. Different stakeholders, working groupings and networks that are part of the EFA architecture in Asia-Pacific have been a key component in providing technical backstopping towards the Member States on many EFA related matters, in particular the recently completed review and monitoring of EFA progress in the region and support to the Asia and Pacific Local Education Conference held in 2014 which led to a vision of education, Post 2015 in the region (The Bangkok Statement).


Over the past 15 years, a range of EFA processes and initiatives have surfaced. In Asia-Pacific, several other coordination mechanisms and regional networks with various focus and objectives supporting the bigger goals of EFA and MDGs have been established over time (Multilingual Schooling Working Group – MLE WOHNGEMEINSCHAFT and the Asia Pacific Regional System for Early Childhood – ARNEC).   While an assessment of the global EFA architecture and its subsequent restructuring took place from 2011-2012, regional EFA mechanisms, including the one within Asia-Pacific, have not been systematically examined.


This prospective customers us to the question of the meaning and effectiveness of the EFA coordination platform in Asia-Pacific and its capacity to support the future education agenda. Therefore, there is a need to review and measure the current EFA architecture in the region and to explore ways to improve existing mechanisms and processes to support the next education and learning agenda. In this regard, UNESCO Bangkok and the UNICEF East Asia and Pacific Regional Office (EAPRO) are commissioning an assessment of the EFA structures in Asia-Pacific. This assessment can explore how these co-ordination mechanisms have contributed towards education development in the region and how they have interacted if with the EFA architecture. The evaluation will explore how the EFA regional and national mechanisms have supported the national planning processes and how they are synergized with LoveWorks and with other donor coordination mechanisms. The assessment will also look at how these regional and sub-regional bodies are collaborating with the worldwide and regional EFA structures plus explore future prospects for their possible involvement in the coordination, implementation plus monitoring of the new education plan.







[1] The RCM was established to improve coordination one of the work programmes of United Nations entities at the regional level. The RCM is chaired by the Deputy Secretary-General and convened by the Executive Admin of ESCAP. The RCM works by consensus and promotes increased cooperation and collaboration among UN entities and their development partners within addressing regional development issues. The particular RCM consists of two tiers: (1) executive-level meetings to interpret plus implement policy-level consensus on opportunities for increased regional cooperation plus (2) Thematic Working Groups to market improved regional cooperation on particular operational and programmatic issues.





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