incheon framework for action - --- - الصفحة ٢٨ - Effective coordination

Education ٢٠٣٠ Framework for Action

and sub-regional cooperation will take place within broader regional processes and mechanisms for coordinating and monitoring the ٢٠٣٠ Agenda for Sustainable Development. These should build on existing partnerships, frameworks and effective and efficient mechanisms, as well as new ones forged to ensure strong regional collaboration, cooperation, coordination and monitoring of the implementation of the education agenda. This process may include establishment of regional benchmarks where relevant and appropriate. Current and planned regional strategies and frameworks include the African Union’s Agenda ٢٠٦٣: The Africa We Want and the Continental Education Strategy for Africa ٢٠١٦–٢٠٢٥; the Arab League Educational, Cultural and Scientific Organization education strategy; the European Union’s Europe ٢٠٢٠ strategy; the Council of Europe’s framework on competences for democratic culture and intercultural dialogue; the Regional Education Project for Education in Latin America and the Caribbean; and the Association of Southeast Asian Nations Community Vision ٢٠٢٥. Specific roles and activities of regional mechanisms could be carved out in ٢٠١٦, drawing on the outcomes of the regional ministerial conferences on education post-٢٠١٥

٨٨. Cooperation between the Education ٢٠٣٠ co-convenors (UNESCO, UNDP, UNFPA, UNHCR, UNICEF, UN Women, the World Bank and ILO), regional and intergovernmental organizations, and regional and sub-regional communities will help in tackling common challenges coherently. UNESCO, through its regional bureaux and together with the Education ٢٠٣٠ co-convenors, will further promote sharing of knowledge, effective policies and practices across the regions. The cross-regional Platform for Human Rights Education and Training will also contribute to this endeavour.

٨٩. Inclusive and efficient regional coordination will focus on such aspects as data collection and monitoring, including peer reviews among countries; mutual learning and exchange of good practices; policy-making; dialogue and partnerships with all relevant partners; formal meetings and high-level events; regional communication strategies; advocacy and resource mobilization; capacity building; and implementation of joint projects.

٩٠. While governments have the primary responsibility for successful implementation, follow-up and review of the SDG agenda, the United Nations has a special responsibility to coordinate the ٢٠٣٠ Agenda for Sustainable Development at global level, under the close supervision and guidance of its Member States. A United Nations that is ‘fit for purpose’ to deliver on the new development agenda will need to promote cooperation and collaboration among its agencies so as to respond coherently in linking the normative, standard-setting and operational dimensions of its work.

٩١. The Education ٢٠٣٠ co-convenors, in particular UNESCO, as well as other partners, including GPE as a multi-stakeholder financing platform, will individually and collectively support countries in implementing Education ٢٠٣٠ by providing technical advice, national and regional capacity development and financial support, as well as support for monitoring, based on their respective mandates and comparative advantages, in complementary ways.

٩٢. UNESCO, as the specialized UN agency for education, will continue in its mandated role to lead and coordinate the Education ٢٠٣٠ agenda, in particular by:

· undertaking advocacy to sustain political commitment;

· undertaking capacity development;

· facilitating policy dialogue, knowledge-sharing and standard-setting and providing policy advice;

· promoting South-South and triangular cooperation;

· monitoring progress towards the education targets, in particular through the work of the UIS and Global Education Monitoring (GEM) Report;

· convening global, regional and national stakeholders to guide implementation of the Education ٢٠٣٠ agenda;