20th Issue of Multilingual Education E-Newsletter

MLE e-News: Issue 20  – 18 January 2016

The 20th  issue of Asia MLE WG’s electronic newsletter has just been sent out to MLE WG members. The eNewsletter is a quarterly publication that highlights key routines, news and events and other related resources on MLE around the world. To SUBSCRIBE,   click here.

Presenting Best Practices and Strengthening Partnerships to Achieve SDG 4

The  Asia-Pacific Meeting on Schooling 2030 (APMED2030) on  25-27 November 2015 brought together over 200 participants from 40 countries which includes education ministers and ministry representatives, civil society organizations focused on training, development partners, UN agency associates, donors and researchers. The APMED2030 aims  to prepare member states plus development partners  for the implementation of the Education 2030 agenda in Asia-Pacific.

In the opening program, Gwang-Jo Kim, Director of  UNESCO Bangkok and Daniel Toole, Local Director of UNICEF East Asia and Pacific Regional Office (EAPRO), and  Assoc. Prof. Kamjorn Tatiyakavee, Permanent Secretary of  Ministry of Education, Thailand were present to  welcome all participants.

As a side activity throughout APMED2030, participating organzi regulations and countries were invited to participate UNESCO in exhibtion  under the theme:   “Showcasing Best Practices and Building up Partnerships to Achieve SDG 4  (Education 2030). ”  Representatives of various organizations/countries  brought  along publications and related information materials, videos and slideshows to  share information on lessons learned or best practices in education growth within theframework of Education for many (EFA) at country as well as local levels.  

For instance: UNICEF East Asia and Pacific Regional Office broght some publications eligible " Comprehensive School Safety, " " Building Better Brains, " " Solomon Islands Case Study in Eduction, Conflict and Social Cohesion. "   UNICEF Pakistan delivered some reports on country encounter entitled " Pakistan EFA Evaluation Report 2015, " " Pakistan Education Allast 2015" and  " Annual Progress Report on Execution of National Plan of Action to Accelerate Education Related MDGs (2013-2016). " Ministry of Education, Youth and Sport of Cambodia shared their own work on geographic information system (GIS)  in Education.

Variouse publications related to lesson learnt and best practices in  EFA planning plus implementation produced by UNESCO in the past decade and recently  were also dispersed.   Among others were " EFA Global Monitoring Report 2015" in various language, e. g. English,   Hindi, Thai and Lao; " Handbook for Implementation of EFA Plan; " and  Asia Pacific  Asia-Pacific Education System Review Series, No . 6,   7, 6, and  9 related to TVET.

The publications on sex equality and lifelong learning and  education for sustainable development had been also distributed  such as " Out-of-School Children and Adolescents: Left Behind on the Road to Learning Opportunities for All, " " Embracing Diversity: Toolkit for Creating Comprehensive Learning-Friendly Environments (ILFE Toolkit), " " GENIA Toolkit for Promoting Gender Equality in Education", " Parenting Education Handbook and Video" and " Advocacy Kit for Promoting Multilingual Education: Including the Excluded. "

Morever,   information and experience on networking, cooperation and partnership to support research and development, planning and implementation, monitoring and evaluation of programmes, projects and activities in the education sector as well as other concerned sectors within the framework associated with Education for All and the new SDG 4: Education 2030 and its targets  were also presented.   The particular Asia-Pacific Regional Network for Early Childhood (ARNEC) and  Southeast Oriental Ministers of Education Organization (SEAMEO)  were among others who showcased their  networking  experience.

In the exhibiton, UNESCO Bangkok took the  opportunity to ask some participants to talk about their thoughts on what Education 2030 means to them in  the APMED2030  video.  

For more informaton, please contact Malisa Santigul [m.santigul(at)unesco.org] and  Ratchakorn Kulsawet [r.kulsawet(at)unesco.org]  in the  Education Policy and Reform Unit



Authored by Ratchakorn Kulsawet [r.kulsawet(at)unesco.org]



Related Links:

•  APMED2030 to build up Roadmap for Implementation of Education and learning 2030 in Asia-Pacific
•  APMED2030 puts Asia-Pacific on Road to Education 2030

•  UNICEF  East Asia plus Pacific Regional Office

•  The Academy of Academic Planning and Management (AEPAM), Ministry of Education, Pakistan

•  The Asia-Pacific Regional System for Early Childhood (ARNEC)

•  Southeast Asian Ministers of Education Organization (SEAMEO)   

• UNESCO Bangkok Publications

1st Asia-Pacific Meeting on Education 2030 (APMED2030), 25-27 November 2015, Bangkok

As we enter the next phase of collective activity towards the achievement of Education 2030 (SDG 4), the 1st Asia-Pacific Meeting on Education 2030 (APMED2030) will be the first step towards building a common understanding of Education 2030 and preparing for its implementation at the regional plus national levels. The deliberations on the meeting will attempt to unpack, through an Asia-Pacific lens, the various aspects of the particular FFA including the implementation modalities plus develop a regional strategy to achieve Education 2030. As part of Asia-Pacific’s preparation for your new education agenda, a regional assessment of the EFA architecture will be underway and its findings will inform this particular discussion at the meeting. The particular monitoring, reporting and evaluation of SDG 4 requires better and further disaggregated data and more robust processes, and thus, orientation and capacity advancement in this area are also needed. This conference will thus identify the capacity advancement needs of Member States for your successful implementation of Education 2030, including for monitoring and confirming.

The conference is co-organized by UNESCO Bangkok – Asia and Pacific Local Bureau for Education, the UNESCO Institute for Statistics (UIS), the particular UNICEF East Asia and Pacific cycles Regional Office (EAPRO) and the UNICEF Regional Office for South Asia (ROSA), and with support from the Japan Funds-in-Trust (JFIT).   The meeting  will gather relevant technical-level officials of the ministries of education, the particular WEF 2015 co-convenors, development partners, and donors in the region.

More information

 

 

Building up sector-wide education planning in Myanmar

Since then, CapEFA Myanmar has been providing technical support and capacity building support to the Ministry of Education (MOE) and its line ministries in several specialized places, including decentralized planning and administration, sector diagnosis and analysis, education and learning costing, education statistics and education and learning management information systems (EMIS).  

The CapEFA Myanmar Programme has been designed to be in position with the government’s education reform agenda since its very inception, getting corresponded in particular with Myanmar’s first Comprehensive Education Sector Review (CESR) in 20 years.   The CapEFA Myanmar team contributed substantially to the design of CESR’s three-phase structure, including a rapid assessment and subsequent in-depth analyses of the education sector within Phases I and II correspondingly, and is currently culminating in the progress a costed National Education Sector Plan for 2016-2021.

For your first two phases of CESR, in UNESCO’s capacity as the direct development agency for the overarching Policy, Legislation, Management and Financing component, the CapEFA team trained more than 200 education managers from main MOE and all 17 States and Regions through orientation, induction and technical training workshops organized in partnership with the UNESCO International Institute for Education Planning and Management, UNESCO Institute of Statistics and the Education Policy and Reform Unit, UNESCO Bangkok.   The team also released two well-received, widely distributed reports – the particular Working Paper on Education Legislation and the Working Paper on Education Decentralization – that will showcased international best practices and significantly shaped MOE’s strategic thinking during these areas.  

UNESCO then emerged as the key growth partner providing technical support in the priced at of Myanmar’s National Education Sector Plan for CESR’s final phase, with the CapEFA team having developed the projection model customized to the Myanmar education system to enable MOE to assess policy options and their ensuing financial implications.   Being an extension of its costing work with the request of the Disaster Preparedness and Response within Education Working Group that UNESCO chairs, the CapEFA team is now developing a costing model on disaster risk reduction, which will be the very first such prototype being pioneered across UNESCO offices worldwide.

A senior MoE official  expresses her appreciation of the technical support that UNESCO has been rendering through the CESR process, “UNESCO’s assistance continues to be invaluable to all three phases of CESR – from the training activities on education policy making, fund and decentralization to the Working Documents to the data-related discussions for NESP costing and modelling.   The CESR Working Groups have learned much. ” 

Following the identification of data management as being a priority action area through the CESR process, CapEFA Myanmar has also been focusing on the strengthening of data systems with the aim to equip MOE along with expedient planning tools and high quality education statistics for informed policy-making, planning, management, monitoring and evaluation.   Upon conducting a analysis study on the current state of EMIS development in Myanmar, and close consultation with MOE, the particular team designed a sector-wide five-year EMIS Strategic Plan. At the behest of MOE, the team is certainly continuing its technical guidance within the implementation of the EMIS Strategic Program.   CapEFA is also leading the particular implementation of a country-wide initiative to map all schools and teaching institutions across Myanmar, in partnership with the particular Myanmar Information Management Unit (MIMU).

U Ko Lay Win, Director of Planning on the Department of Human Resources and Academic Planning, assesses the impact of CapEFA’s work in EMIS and school-mapping, “Quality data is critical for all stages of the policy cycle, and UNESCO’s contribution has been crucial for the progress robust data management systems to aid the Ministry’s planning needs. ” 

As the Myanmar government prepares itself to implement the National Education Sector Plan within 2016, CapEFA Myanmar will continue to keep develop the institutional readiness of MOE to plan, implement and monitor policy priorities via 3 main pillars: capacity building programmes, the strengthening of data administration systems, and the development of analytical products derived from such systems.

Flagship projects in the pipeline incorporate a tailor-made Capacity Development Plan for education and learning managers at all levels, and, following which, a comprehensive series of training segments in decentralized planning finance and management customized for the needs of MOE; a corresponding pilot edition for parliamentarians is also being developed.   In terms of data systems, along with continued support for the country’s EMIS reforms with an aim to integrate almost all data systems including the school mapping module into one single, user-friendly Education Portal, CapEFA Myanmar is discovering the possibility of introducing the use of National Education Accounts into the country.   Additionally , analytical products are also in the midst of becoming generated, including a yearbook on Myanmar education statistics, reports on five-year cost projections and revolutionary financing for MOE, as well as a BEVÖLKERUNGSFOND DER VEREINTEN NATIONEN collaboration on the implications of Myanmar’s census results on education.

Mr. Sardar Umar Alam, Head of UNESCO  Yangon  Project  Office and CapEFA National Coordinator, summarizes, “The CapEFA Myanmar Programme supports strategic interventions to enhance MOE’s capacities in conducting education plan and reform work.   This is our mandate, and our team, using a wealth and diversity of knowledge, is both well-placed and committed to supporting MOE in achieving the particular aims of its education reforms. ”   

For more information, please  contact  Sardar Umar Alam [su.alam@unesco.org], at  UNESCO Project Office in Yangon  or  Satoko Yano [s.yano(at)unesco.org] at  the  Education Policy and Reform Unit.



Written by Stephanie Choo [s.choo@unesco.org]



Associated Links:

•  UNESCO Project  Office in Yangon

•  CapEFA – Myanmar

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.

 

 

 

 

18th Issue of Multilingual Education E-Newsletter

MLE e-News: Issue 18 – 6 July  2015

The18th issue of Asia MLE WG’s electronic newsletter has just already been sent out to MLE WG members. The eNewsletter is a quarterly distribution that highlights key activities, information and events and other relevant assets on MLE around the world. To SUBSCRIBE,   click here.

14th Issue of Multilingual Education E-Newsletter

MLE e-News: Issue 14 –  31 July 2014

The14th issue of Asia MLE WG’s electronic newsletter has just been sent out to MLE WG members. The eNewsletter is a quarterly syndication that highlights key activities, information and events and other relevant assets on MLE around the world. To SUBSCRIBE,   click here.

Asia-Pacific Progressing in Education

But Still “Unfinished Business”, UNESCO’s Education Main Says Since the Education for All (EFA) goals were established in 2000, the Asia-Pacific region has made remarkable strides in education, but whilst it’s important to recognize successes, UNESCO Associate Director-General for Education, Qian Tang, says there is no time for complacency, with much “unfinished business” to tend to