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National EFA 2015 Review Technical Guidelines

National EFA 2015 Review Technical Guidelines. Sub-regional Workshop for the Gulf Countries to Launch the Education for All National Assessments Sharjah , 17-19 June, 2013. Objectives. Contents – what does the guidelines says Process – How a national report will be prepared

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National EFA 2015 Review Technical Guidelines

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  1. National EFA 2015 Review Technical Guidelines Sub-regional Workshop for the Gulf Countries to Launch the Education for All National Assessments Sharjah, 17-19 June, 2013

  2. Objectives • Contents – what does the guidelines says • Process – How a national report will be prepared • Clarification – going into details

  3. What will be assessed/reviewed？ Renewal of collective commitment International Education Agenda (beyond 2015) Nation Education Agenda (beyond 2015) Assessing progress towards the six EFA goals Effectiveness Reviewing implementation of strategies in achieving EFA Efficiency Relevance of the EFA framework Relevance

  4. Technical guidelines for EFA Assessment

  5. EFA 2015 Reviews - Technical guidelines • Specific to country authorities and EFA stakeholders to document • progress achieved towards the EFA goals • experiences in implementing the EFA strategies • lessons learnt, emerging issues and challenges to inform public debates on the future education agenda for the post-2015 era.

  6. EFA 2015 Reviews vs. other previous EFA assessments

  7. Scope of National EFA 2015 Review Assessing progress towards the six EFA goals National Education Development Goals/ Targets 6 EFA Goals What have been achieved? Reviewing implementation of strategies in achieving EFA National Education Development Strategies and Programmes 12 Implementation Strategies How have been achieved? Determining the relevance of EFA framework EFA and National Development Post-2015 National Education Agenda What can be learned?

  8. Assessing progress towards 6 EFA goals What has been achieved withrespect to each of the six EFA goals and related national education development goals and targets using: • Quantitative indicatorscan bederived using existing data from administrative education statistics/EMIS, population censuses, household surveys and other reliable data sources. (see Annex 4) • Qualitative analyses based on policy documents and the findings from in-country research reports and case studies in relation to the guiding questions. (see Annex 5) • Maximum use should be made of disaggregated data to identify differences, disparities, gaps, remaining challenges, disadvantaged geographical areas and population groups, and future priorities within the country. • If needed and possible, additional data collection, sample test-assessment of learning outcomes applying internationally-accepted methodology, as well as specific thematic research can be conducted to supplement and enrich the review report.

  9. Reviewing the implementation of 12 EFA strategies How has progress towards the EFA goals been achieved? • How the country implemented the 12 Dakar strategies in relation to national education strategies, policies, plans and programmes. • Highlight some good practices, key factors of success, lesson learnt, plus how best to use these experiences to work effectively on attaining each EFA goal in the future. • Importance of the country’s financial commitment to EFA. • Partnerships for EFA with other government ministries/ agencies, civil society organizations, local communities, international development partners, etc. • Specific national strategies, policies, programmes and practices which contributed toward achieving the EFA goals.

  10. Relevance of existing EFA framework and the future education agenda • Howrelevant has the EFA framework been within the national development framework • With respect to priority needs and targets within the country, major national education development strategies, policies and plans, implementation mechanisms and capacities, outcomes and impact • Shaping the country’s future education agenda and regional and global post-2015 education agenda • generating public debate on the country’s education agenda after 2015. National EFA 2015 Review processes to help to raise public attention and more in-depth elaboration of future education priorities and strategies.

  11. Suggested content and outline of National EFA 2015 Review Reports Section 1: Introduction Section 2: Main EFA challenges in 2000 and targets for 2015 Section 3: Progress towards the EFA goals 3.1 Expanding ECCE(Early Childhood Care and Education) 3.2 Universalizing primary/basic education 3.3 Meeting the learning needs of youths and adults 3.4 Improving adult literacy level 3.5 Gender parity and equality in education 3.6 Quality of education Section 4: Implementation of EFA strategies Section 5: Relevance of the EFA framework Section 6: Prospects for post-2015 Annexes: Major references; detailed statistical tables; excerpts from policies/plans; etc.

  12. Suggested content and outline of National EFA 2015 Review Reports

  13. Suggested content and outline of National EFA 2015 Review Reports

  14. National EFA 2015 Review processes and preparation of national report • National EFA 2015 Review Team • National EFA Coordination Committee • Government departments/agencies at both central/federal and decentralized levels which oversee respectively: education policies and planning, early childhood care and education, basic education, adult education, literacy and skills training, teachers and teacher training, teacher unions, inspectorate, finance, etc. • National Education Statistics/EMIS Unit • National Statistics Office • Civil society organizations representatives who have been actively supporting EFA • Education researchers and experts in EFA • to plan, organize, coordinate and implement the main review tasks and to prepare the National EFA 2015 Review Report.

  15. Phase 1 of National EFA 2015 Review • Check what data and indicators are available and where there are gaps and discrepancies • Gather and review available EFA-related policy documents and reports, research papers and case studies • Preliminary analysis and interpretation of presently available data and information to identify some of the latest achievements and shortfalls, issues, challenges as well as priority actions to accelerate EFA during 2013-2015 • Where needed and possible, additional data collection, test-assessments of learning outcomes, and/or research studies may be planned

  16. Phases 2 and 3 of National EFA 2015 Review • Phase 2: Design and propose a work plan for the National EFA 2015 Review for support by the government and development partners • Define the scale of work, activities, teamwork and division of responsibilities and labour, work assignments, expected outputs, and timeline within each country • Phase 3: Carry out more in-depth review tasks pertaining to specific EFA goals, strategies or themes • Task Groups composed of competent bodies or experts • Analysing and interpreting EFA-related data and indicators • Reviewing policies, plans, strategies, reports and research studies to extract salient elements • Compiling the National EFA 2015 Review Report and organize consultations

  17. Important elements of the Technical Guidelines Annex 4: Suggested indicators by EFA Goals Annex 5: Suggested guiding questions by EFA Goals and themes Annex 6: References – Further references and additional resources

  18. Final words • This is not the end of the story telling, it is the writing of the beginning of a new chapter. • Learning from the past is a gift for the future. • Those neglects learning in his/her past, loses the past and is dead for the future. • Moving on isn’t forgetting the past, its learning from it. • Learningfrom the past, living in the present, preparing for the future.

  19. Meeting Our Collective Commitments For the country, by the country Thank you Q& A

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