way forward: an agenda for regional cooperation · 2019-04-22 · way forward: an agenda for...

OREALC/UNESCO [email protected] unesco.org/santiago UNESCOSantiago @UNESCOSantiago

Way Forward: an Agenda forregional cooperation

Claudia Uribe, Director, OREALC/UNESCO SantiagoApril 11th, 2019, Panama City

OREALC/UNESCO Santiago 2

Table of contents:

- Brief overview of the current status of the SDG 4 targets - 2030 Agenda in Latin America and the Caribbean (information provided by the UNESCO Institute for Statistics-UIS)

-Identification of critical aspects and reflections foraction


Status of school access: “Leave no one behind”

Targets 4.1, 4.2 and 4.3


SDG4 - Agenda 2030 COMMON CHALLENGES OF LATIN AMERICAN AND CARIBBEAN COUNTRIES IN TERMS

OF ACCESS

TARGET LEVEL RESULTS TRENDS THEMATIC OBSERVATIONS

STRATEGIC PRINCIPLES

4.2.Ensure that all girls

and boys have access to quality early

childhood development, care and pre-primary education so that they are ready for primary education

Pre

-pri

mar

y ed

uca

tio

n

Participation rate

94.6%

-Substantial growth of access, currently at the level of more developed regions-Pending access gaps among countries (15/34 <90%)-Small disparities by gender in some countries of the Caribbean

-On average, countries guarantee 2 years of compulsory access and 3 years free of charge (in Latin America; shorterduration in the Caribbean)

Continue firmly towards universal coverage, reach where we have not reached yet


SDG4 - Agenda 2030 COMMON CHALLENGES OF LATIN AMERICAN AND CARIBBEAN COUNTRIES IN TERMS OFACCESS

TARGET LEVEL RESULTS TRENDS THEMATIC OBSERVATIONS STRATEGIC PRINCIPLES

4.1.Ensure that all girls and boys complete free, equitable and

quality primary and secondary

education leading to relevant and

effective learning outcomes

Pri

ma

ry e

du

cati

on

Out of school4.7%2.8M

-Almost full access-Fluctuating between 4% and 5% since 2000-Higher proportion of boys out of school (in a context of parity)

-Reduction of repetition rates and overage, but they remain high in LA.-Overage is more evident in males

Strengthen our progress, not stepping back from guaranteeing universal coverage

Seco

nd

ary

Edu

cati

on

Out of school

Lower secondary

7.1%2.6M

Upper secondary

22.8%7.2M

-Caribbean and LA with similar averages, but with extremes among countries in Latin America- Children out of school –declining but rather slowly-The male disadvantage increases when advancing in the formal education trajectory-Significant inequality per areas of residence and income level (few exceptions)

-On average, countries guarantee 10 years of compulsory access, 11 years free of charge (especially in Latin America)-Late response of completion rates to access increases-Educational lag remains, especiallyin Latin America and adolescent males (late entry, interrupted trajectory and grade repetition)-Significant family spending in somecountries

Strengthen educational trajectories to ensure access, permanence, continuity and completion with a view to universal coverage


SDG 4-Agenda 2030 COMMON CHALLENGES OF LATIN AMERICAN AND CARIBBEAN COUNTRIES IN TERMS OFACCESS

TARGET LEVEL RESULTS TRENDS THEMATIC OBSERVATIONS STRATEGIC PRINCIPLES

4.3.Ensure equal access for all women and men to

affordable quality technical, vocational

and tertiary education, including university

TVET

Rate of young people in

TVET<15%

-Reduced access in relation to potential demand -Significant gender patterns (especially Caribbean, 6 out of 7 countries)

- Role of TVET in the formal education process- Offer of TVET programs and segmentation of students by groups

Focus concrete and sufficient actions as well as rethinking existing offer

Tert

iary

ed

uca

tio

n Gross enrollment

ratio50.6%

-Greater access for developing regions-Significant growth with gaps in access-Female over-representation throughout the region

-Importance of economic situation of families to access opportunities

Increase efforts for greater growth without discrimination

YALE

-Reduced access in relation to the potential demand

-Access segmented by sex (women in literacy programs and males in vocational and technical programs)-Lack of attention to migrants, refugees and the elderly-Youthification of the demand

Focus concrete and sufficient actions as well as rethink existing offer


Status of learning outcomes and competencies:

"Leave no one behind"Targets 4.1, 4.2, 4.4, 4.6 and 4.7


SDG4-Agenda 2030 COMMON CHALLENGES LATIN AMERICAN AND CARIBBEAN COUNTRIES REGARDING

LEARNING OUTCOMES

TARGET AREA RESULTS TRENDS THEMATIC OBSERVATIONS


4.1.Ensure that all girls and boys complete free, equitable and

quality primary and secondary education leading to

relevant and effective learning

outcomes

Rea

din

g an

d m

ath

ski

lls

Minimum levels in Reading (R) and

Mathematics (M)

2nd/3rd Grade74.1% (R) and 63.7%

(M)

End of Primary 81.9% (R) and 85.5%

(M) * Only LA, simple average countries

TERCE

-General improvement, but slow progress and important proportions at lower levels, according to TERCE-Disadvantage of males in reading

-Progress in the administration of a representative assessment at national level (gap in the Caribbean especially in primary and secondary education)

-Disadvantage of ethnic groups-Disadvantage due to migration status-Non-reversed disadvantage by income level

Ensure levels of proficiency in - at least -reading and math, with special attention to gender disparities, ethnic groups and migration status

End of lower Secondary

54.1% (R) | 36.9% (M)

* Data for 11 LACcountries (PISA)

-Partial but insufficient improvement and worrying levels in light of the challenges of the 21st century and with a focus on competencies-Disadvantage of adolescent women in mathematics


SDG4-Agenda 2030 COMMON CHALLENGES LATIN AMERICAN AND CARIBBEAN COUNTRIES IN THE

FIELD OF SKILLS AND COMPETENCES



4.2.Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary

education Soci

o-e

mo

tio

nal

dev

elo

pm

ent 84.9%

On track on health, learning and

psychosocial well-being

- Significantachievements, although there is still slight heterogeneity of achievement among countries

- Methodological limitations of measurement

Continue to strengthen meaningful educational experiences

4.4.Substantially increase the

number of youth and adults who have relevant skills, including technical and vocational skills,

for employment, decent jobs and entrepreneurship

Co

mp

eten

cies

fo

r w

ork

Educational attainment 25+ years

oldLA

74.8% (Primary) and 39.1% (Secondary)

Caribbean 95.4% (Primary) and 59.5% (Secondary)

-Situation is less favorable in LA-Patterns of inequality by gender well at the secondary level (varied country situations in LA, disadvantage for men in the Caribbean)

Multiply the necessary actions so that a significant proportion of the people within society have the foundations and the development of competencies required for decent work


SDG 4-Agenda 2030 COMMON CHALLENGES LATIN AMERICAN AND CARIBBEAN COUNTRIES IN THE

FIELD OF SKILLS AND COMPETENCES



4.4.Significantly increase the number of young people and adults who have the necessary skills ... to access employment, decent work and entrepreneurship

Co

mp

eten

cies

fo

r w

ork

28.6% know how to move a

file,18% how to

make a presentation

and17.4% how to install a device

-Deep cross-country variability determined by income level

-Limitations of data coverage

Multiply the necessary actions so that a significant proportion of the people within society have the foundationsand the development of competencies required for decent work

4.6.Ensure that all youth and a

substantial proportion of adults, both men and women, achieve

literacy and numeracy

Co

mp

eten

cies

fo

r lif

e

Literacy rate15-24 years

98.3%

Literacy rate15+ years

93.2%

-Intergenerational gap

-Slight disadvantage for women in adult rates

-Upward trend, although weak with adults

-The significant gap between the literacy rate and levels of sufficiency is alarming (e.g., almost 50 pp of difference in a LA country with available information)

Do not reduce efforts in the permanent literacy of young people and adults


SDG4-Agenda 2030 COMMON CHALLENGES LATIN AMERICAN AND CARIBBEAN COUNTRIES IN THE FIELD

OF SKILLS AND COMPETENCES

GOAL AREA RESULTS TRENDS THEMATIC OBSERVATIONS


4.7.Ensure all learners

acquire knowledge and skills needed to

promote sustainable development, including among others through

education for sustainable

development and sustainable lifestyles, human rights, gender equality, promotion of

a culture of peace…

Att

itu

de

s a

nd

Va

lue

s

43%say that the principles of

GCED and ESD are reflected in

educational policy and

framework of action

-At the curricular level, the item of cultural diversity where GCED is situated is the weakest.-The results are negative at the school level and worsen in spaces of non-formal education and informal learning

-Methodological limitations of measurement-Reduced number of dedicated teaching hours-Lack of adaptation of learning material-Absence of pre-service training-Incorporation in the evaluations of students, but at a conceptual level. Lower level in competences and very poor in behavior and attitudes and values

Drive initiatives aiming towards facilitating the teaching and learning of the theoretical and practical knowledge for the world of today and the planet of tomorrow


Situation of means of implementation

Targets 4.5, 4.a and 4.c


SDG4-Agenda 2030 COMMON CHALLENGES OF LATIN AMERICAN AND CARIBBEAN COUNTRIES IN TERMS OF MEANS OF IMPLEMENTATION

TARGET AREA RESULTS TRENDS THEMATIC OBSERVATIONS STRATEGIC PRINCIPLES

4.cSubstantially increase the

supply of qualified teachers, including through

international cooperation for teacher training in developing

countries…

Tra

ine

d

Teac

he

rs

Pre-primary75% | 55%

Primary91% | 76%

Lower secondary87% | 66%

-Non-universal certification/trained levels, the biggest gaps arelocated in the Caribbean

-Gaps of certification not acceptable at pre-primary level, lower in secondary level.-Monitoring of teacher "qualifications" remains a challenge

Increase and focus systematic efforts related to the pre-service training of teachers at all levels and provide adequate working conditions

4.5Eliminate gender disparities

in education and ensure equal access to all levels of

education and vocational training for the vulnerable,

including persons with disabilities, indigenous…

Edu

cati

on

al e

xpen

dit

ure

5.2% of GDP in 17

countries

-Growth of public educational spending in the region-In some Latin American countries, low absolute and relative values of spending

-Increased participation of family spending to study at higher educational levels-How to overcome very low absolute spending values in some countries in contexts of important fiscal efforts is a challenge

A greater investment per student and a better equity in the source of financing


SDG 4-Agenda 2030 COMMON CHALLENGES OF LATIN AMERICAN AND CARIBBEAN COUNTRIES IN THE

MATTER OF MEANS OF IMPLEMENTATION

GOAL AREA RESULTS TRENDS THEMATIC OBSERVATIONS STRATEGIC PRINCIPLES

4.a

Build and upgrade education facilities

that are child, disability and gender sensitive and provide

safe, non-violent, inclusive and effective learning environments

for all.

Serv

ice

s

Internet AccessPrimary schools

56%Secondary ed.

schools81%

Computer Availability

Primary schools68%

Secondary ed.schools

85%

-Latin America countries are in a worse position than Caribbean countries

-Data not representative of the region yet -Low level of equipment sufficiency (especially in primary school)-Differentiated access determined by family socioeconomic level-Disparity determined by geographical area (urban-rural)-In urban area, disparity determined by type of school (public/private)

Ensure universal access

in educational environments to basic services as well as technological devices for pedagogical purposes, ensuring their equitable distribution within the countries


Why are we concerned? Around which themes can wework together?

Equ

ity

and

incl

usi

on

• As a region, we could not overcome the barriersthat some population groups are facing, to fullyaccess and to benefit from educationalopportunities (income levels, geographicalareas, sex, ethnic origins, migrant status, amongothers).

• School drop-out: A great number of youth withunfinished education trajectories and withoutpositive life projects.

• Gender, access and learning: out of 100 women, 96 men complete primary education, 94 lowersecondary education and 91 uppper secondaryeducation. Only 83 are enrolled in post-secondary education.

Commit to work together as a region on the development of oneor a series of specific strategiesdirected to vulnerable populations(migrants, indigenous groups, population living in rural areas, people with special needs, amongothers)

Develop regional initiatives toanalyze, share and propose actionsthat strengthen youth policies.

Develop a regional strategy topromote a change in gender norms.


Why are we concerned? Around which themes can wework together?

Life

lon

g le

arn

ing

• Little public offer and/orparticipation in educationalopportunities that go beyondthe formal system and that are targeted to populations over theschool age.

• There are no “quality assurance” frameworks of the current offer

Establish a regional dialogue mechanism toanalyze, share and discussoptions and modalities toregulate, diversify and broad the non-formal learning spaces, and tocertify or to validate thecompetences acquiredwithin them.


Why are we concerned? Around which themes can we worktogether?

Qu

alit

yEd

uca

tio

n

• Learning crises: In third grade, students don´tacquire the needed skills in language and math, and those skills for the world of work(i.e. ICTs) that are key for the present.

• Critical issues, such as global citizenshipeducation and education for sustainabledevelopment are insufficiently addressed in the school curricula (goal 4.7)

• Inadequate learning conditions: infrastructure, educational resources, skilledteachers and safe learning environments.

Regional Strategy to strengthen theteaching and early learning of languageand math skills.

Development of curricular frameworksat the regional level for global citizenship education and education forsustainable development.

Development of regional frameworksof educational infrastructure and indicators for its monitoring. Promotingliving together.


Why are we concerned? Around which themes can we work together?

Teac

her

s an

d e

du

cati

on

al p

erso

nn

el

• The E-2030 poses demandsto teachers for which theywere not well equipped.

• Unattractive careers, working conditions and salaries for people withbetter education.

Regional dialogue to share, analyze and developinitiatives to transform the way in which teachereducation address the requirements to equip a more diverse students´population, and to advance in thegoals framed under the E-2030.

Develop standards and reference frameworks onteachers´ performance to guide teacher educationplans, evaluation and the teaching career.

Legitimise and provide the teaching proffesion withthe status that deserves and comply with theUNESCO-OIT recommendations on the status of theteaching profession, working conditions, salary and recognition.



Wo

rkin

gar

eas

• Public Financing ofEducation: least developedcountries would require toincrease their investment in education by three times toachieve universal pre-primary, primary and secondary education (IMF, 2019). 6% of GDP vs 2,5% ofGDP in some countries. Increase vs Allocation?

• Monitoring and Reporting o SDG-E2030 goals: weak links between informationproduced and policyplanning and development

Continue systematizing and analyzing evidences, experiences and trends concerning models of publicfinancing of education at national and local levels.

Develop an initiative to foster cooperation betweencountries to adapt promising practices of publicfinancing of education.

Develop initiatives to strengthen the capacities of thecountries for the implementation of learningassessment studies in innovative áreas (i.e. socio-emotional) and to reinforce the linkages between thedata produced and policy planning, usingtechnologies (Use of “big data”?)



Wo

rkin

gar

eas

• Policies and Strategies: strengthening theplanning on pressing issues but the lack offoresight (Reactive vs Active)

• Advocacy and communications: the lackof a knowledge of, and sufficient ownership of theAgenda by educationalcommunities, governments and donnors.

Provide inputs for the elaboration of a document onthe future of education in the region that UNESCO iscurrently carrying out.

A regional study on experiences of inter-sectorialapproaches to the issues that negatively affect theachievement of the SDG-E2030.

Design a regional communications and awarenesscampaign on the SDG-E2030, that includes messagesoriented towards each of the key stakeholders toachieve their respective goals.


• Equity and inclusion

• Lifelonglearning

• Rethinkingqualityeducation

• Teachersand educationpersonnel

Financingand

Governance

Monitoringand reporting

Policies and Strategies

Advocacy and Communicatio

ns

The “Roadmap” provides us with the possibility of rethinking not only what wedo, but also how we do it, in order to have an integral vision of the educationaldevelopment of the region.

OREALC/UNESCO Santiago 22This Photo by Unknown Author is licensed under CC BY

The E2030 Agenda challenges us to work in scenarios where at the sametime that we support the continuity of the efforts the countries have beencarrying out, we also think about how to break with the modalities ofaction that reproduce those practices that leave people “behind” and“out”, and which don´t contribute to achieve an inclusive and sustainabledevelopment, with a long-term vision.

http://juandomingofarnos.wordpress.com/tag/informal/

https://creativecommons.org/licenses/by/3.0/


The regional challenges

require us to stop doing

“business as usual”, and

promote new perspectives

to approach issues and the

way education key

stakeholders work together.


Our proposal:

Rethinking how the pillars of the 2030 Agenda influence in the

educational development of the region and our working modalities:

Leave no one behind; Collaboration; Universality; Inclusion;

Interconnection and Indivisibility.


Thank you

OREALC/UNESCO SantiagoEmail

[email protected]

More information about our work:

www.unesco.org/santiago

@UNESCOSantiago

http://www.unesco.org/santiago

way forward: an agenda for regional cooperation · 2019-04-22 · way forward: an agenda for...

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