Civil Society Position of Education after 2015

Africa Network Campaign on Education For All
CSO/NGO VIEW POINT ON
EDUCATION AFTER 2015
By Limbani Nsapato, ANCEFA Regional Coordinator, &
Member of the CCNGO/EFA Coordination Group,
& HEEFA Reference Group
Email: limbani@ancefa.org; lnsapato@gmail.com ;
www.ancefa.org
Mobile: +260 9775 11250
IAU HEEFA & ICT SEMINAR,
ANKARA, TURKEY, 18 NOVEMBER, 2014

1.INTRODUCTION  As the eight Millennium Development Goals(MDGs) and
the six Education for All (EFA) adopted in 2000 expire in
2015, attention has turned to post 2015 global
development and education architecture.
 Non Governmental Organisations (NGOs) and the
broader Civil Society form an integral part of the global
consultations on shaping the goals, targets, indicators,
framework of action and means of implementation for the
post 2015 agenda.
 The post 2015 agenda will be adopted at the UN General
Assembly in September 2015. In May 2015 the world
education Forum in Korea will adopt the new Education
framework to replace EFA goals.
 This presentation focuses on the NGO/CSO perspectives
on the post 2015 agenda including the context, principles
and appraisal of the latest proposals on the framework.
www.ancefa.org

2. CONTEXT: Global Crisis
 As education is vital for sustainable development, in
2000 the world promised education for all (EFA) by 2015.
Then, some 99.8 million children (including 41 million in
Sub Saharan Africa) were out of school.
 As stakeholders are making consultations on the post
2015 education framework to be adopted next year, it is
estimated that 57.8 million children of primary school are
out of school, a total of 774 million adults are illiterate as
over 60% of young people do not have the basic literacy
skills.
 There is a global learning crisis with 250 million unable
to read, write or do basic mathematics, 130 million of
whom still in school.
 The global post 2015 challenge is therefore to turn this
crisis into hope .
www.ancefa.org

POST 2015-HOPE TO SCHOOL
DROPOUTS
www.ancefa.org

Post 2015: HOPE TO CHILDREN
IN SCHOOL BUT NOT LEARNING
www.ancefa.org

3. KEY PRINCIPLES FROM NGO/CSO
PERSPECTIVES
 Based on position papers by CSOs during the 2012 and 2014
CCNGO/EFA Consultations, the following principles should be closely
monitored:
(i) Rights-based orientation; holistic, life-learning approach;
(ii) Continuity of the EFA agenda, focus on neglected
goals;
(iii) Alignment between Education and MDG agenda Universally
relevant;
(iv) Strong financing architecture (domestic and global);
(v) Stronger civil society participation
(vi) Political will, governance, accountability.
www.ancefa.org

4. VISION FOR POST-2015 PRIORITIES
 Based on review of various positions by NGOs (ANCEFA, GCE,
CCNGO), NGOs would like a vision that responds to:
Inclusive expanded basic education;
Expanded Early Childhood Care and Education;
Expanded equitable access for secondary education, Technical
Vocational Education and Training (TVET) and Higher education;
Quality education for all (achieve both access and success);
Strengthened youth and adult education and learning;
Investment in Information, Communication Technologies (ICTs) and
skills development for employability;
Tacking conflict, and responding to fragile situations.
Addressing needs of girls, orphans, people with special education
needs, language/ethnic minorities, and other vulnerable groups.
www.ancefa.org

5. CRITIQUE OF PROCESSES SO FAR
 Many countries (particularly in Africa) and
intergovernmental bodies such as the
African Union have not been fully involved
in the consultation processes.
 There has been too much influence by
international organizations, leaders of UN
agencies and World Bank rather than
Member states.
 Input of grassroots such as civil society
organizations including the youth has not
been much.
www.ancefa.org

6. CURRENT POST 2015 PROPOSALS
ITEM OWG-SDGs (July 2014) MUSCAT/EFA SC (May 2014)
GOAL Provide quality education and
life-long learning opportunities
for all
Ensure equitable and inclusive quality education
and lifelong learning for all by 2030
Target 1 By 2030 provide all children
access to quality early
childhood care and pre-primary
education
By 2030, at least x% of girls and boys are ready
for primary school through participation in quality
early childhood care and education, including at
least one year of free and compulsory pre-primary
education, with particular attention to
gender equality and the most marginalized
Target 2 By 2030, ensure all girls and
boys complete free, equitable
and quality primary and
secondary education leading
to relevant and effective
learning outcomes
By 2030, all girls and boys complete free and
compulsory quality basic education of at least 9
years and achieve relevant learning outcomes,
with particular attention to gender equality and
the most marginalized.
www.ancefa.org

6. POST 2015 PROPOSALS (2)
CONTENT OWG MUSCAT/EFA SC
Target 3 By 2030 ensure equal access for
all to affordable quality tertiary
education, including university
By 2030, all youth and at least x% of adults reach a
proficiency level in literacy and numeracy sufficient to
fully participate in society, with particular attention to
girls and women and the most marginalized.
Target 4 By 2030 promote life-long
learning, provide employable
skills especially to young women
and men, and increase by at least
x% adult literacy and basic
numeracy
By 2030, at least x% of youth and y% of adults have
the knowledge and skills for decent work and life
through technical and vocational, upper secondary
and tertiary education and training, with particular
attention to gender equality and the most
marginalized.
Target 5 By 2030, eliminate gender
disparities and ensure equal
access to all levels of education
and vocational training for people
in vulnerable situations, including
persons with disabilities
By 2030, all learners acquire knowledge, skills, values
and attitudes to establish sustainable and peaceful
societies, including through global citizenship
education and education for sustainable development.
www.ancefa.org

Target 6 By 2030 integrate into
education programs
knowledge and skills
necessary for sustainable
development, human rights,
gender equality, promoting a
culture of peace and non-violence
and culture’s
contribution to sustainable
development
By 2030, all governments ensure that
all learners are taught by qualified,
professionally-trained, motivated and
well-supported teachers
Target 7 By 2030, all countries allocate at least
4-6% of their Gross Domestic Product
(GDP) or at least 15-20% of their
public expenditure to education,
prioritizing groups most in need; and
strengthen financial cooperation for
education, prioritizing countries most
in need.
www.ancefa.org

Target 4a By 2030 increase by x% the supply of
qualified teachers, including through
international cooperation for teacher
training in developing countries, and
ensure safe, inclusive and effective
learning environments for all
By 2030, all governments
ensure that all learners are
taught by qualified,
professionally-trained,
motivated and well-supported
teachers.
Target 4b By 2020 expand by x% globally the number of scholarships for
students and government officials from developing countries in
particular LDCs to enrol in higher education, including vocational
training, programmes in developed countries and other developing
countries
Target 4c Build and upgrade education facilities that are child and gender
sensitive and provide safe and inclusive learning environments
www.ancefa.org

7. APPRAISAL OF CURRENT PROPOSALS
 There is agreement on the goal and most of the targets NGOs fully
adopt the Muscat Agreement but concerns on OWG proposals.
 Some positives for the OWG, particularly: longer range of universal,
free quality education which includes upper secondary, as well as
universal access to ECCD and tertiary education
 Concerns on OWG, especially on Targets on education (areas that
require advocacy:
The Sustainable Development Goals (SGD) goals and targets being too many
rather than being limited in number as agreed in Rio + 20 Summit
The need to be specific in terms of financing targets for governments and
donors
Both goals and targets need to strengthen the language of equity and
inclusivity especially targeting the marginalized and vulnerable groups.
OWG misses language of compulsory access in targets 1 and 2.
While quality is mentioned, the teacher target in SDGs should be broader and
aligned with the Muscat aspiration: Teachers not just inputs.
www.ancefa.org

8.OPPORTUNITIES FOR ADVOCACY
No major changes expected on goals and targets,
but a lot of influence can be done on development
of indicators, and framework of action/means of
implementation. Opportunities for influencing
include the following:
Online consultations on indicators by UNESCO (TG)
UN Intergovernmental Consultations on Post 2015 to start
end 2014/beginning 2015
Regional Forums and Conferences by UNESCO on EFA
Reviews and Post 2015-2014/2015
EFA Steering Committee Meetings (2014/2015) on
Indicators and Framework of Action
World Education Forum (Incheon, Korea, May 2015)
www.ancefa.org

9. RECOMMENDATIONS FOR NGOs
 Wait for the UN SG Synthesis report (excepted
end November 2014) and conduct analysis of
gains and losses once report is out.
 Active participation in all major processes
especially on indicators, framework of action/
means of implementation.
 Networking and collaboration with other
interested groups like women groups, child
rights campaigners, higher education and
research institutions etc.
 Mobilise for active participation of government
representatives in online, global and inter-governmental
consultations and forums.
www.ancefa.org

THINK ABOUT THE FUTURE!
THINK POST 2015
www.ancefa.org

Civil Society Position of Education after 2015

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