SDG4-E2030 IMPLEMENTATION ROADMAP FOR LATIN AMERICA AND THE CARIBBEAN - Report
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Report SDG4-E2030 IMPLEMENTATION ROADMAP FOR LATIN AMERICA AND THE CARIBBEAN Second Technical Follow-up Meeting to the Regional Meeting of Ministers of Education of Latin America and the Caribbean Santiago, Chile, February 15 - 16, 2018
Published in 2018 by the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago). © UNESCO 2018 This publication is available in open access under Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the contents of this publication, the users accept the conditions of use of the UNESCO Open Access Repository (www.unesco.org/open-access/terms-use-ccbysa-sp). The terms used in this publication and the presentation of the data included herein do not imply the expression of any position whatsoever by UNESCO in regard to the legal status of the countries, territories, cities or regions or in regard to their officials, borders or limits. The ideas and opinions expressed in this publication are those of the authors and do not necessarily reflect UNESCO’s position or imply a commitment on the part of the Organization. To cite the document: UNESCO-OREALC. (2018). Report: SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean. Second Technical Follow-up Meeting to the Regional Meeting of Ministers of Education of Latin America and the Caribbean, Santiago, Chile, February 15-16, 2018. Published by the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago).
Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
This report provides a summary of the discussions that took
place at the Second Technical Follow-up Meeting to the
Regional Meeting of Ministers of Education of Latin America
and the Caribbean in Santiago, Chile on February 15-16,
2018.
3Table of Contents Introduction………………..……..………………………………………………………………………………………………………………………5 Summary of discussions…………………………………………………………………………………………………………………….……...7 I. Inaugural session ……………………………………………………………………………………………………………..……….7 II. Session 1: SDG4-E2030 implementation roadmap for LAC……..……………………………………….………...7 III. Session 2: Review of the terms of reference….…………………………………………………………………………..9 IV. Session 3: Policies and strategies……………..………………………………………………………………………………11 V. Session 4: Thematic study and conceptual framework………………………………………………….………….13 VI. Session 5: Preparation for the Regional Meeting of Ministers of Education………………………..……14 VII. Session 6: Education financing and governance in LAC…………………………………………………………….15 VIII. Session 7: Review, monitoring and reporting …………………………………………….…………………………….16 IX. Session 8: Workshop: advocacy and communication …………………………..………………………………….18 X. Session 9: Preparing LAC for the E2030 Global Steering Committee Meeting………………………..…19 Appendix 1. Meeting concept note.………………………………………………………………………………………….………………21 Appendix 2. List of participants………………………………………………………………………………………………………...........28 Appendix 3. Key Messages from LAC for the Global Steering Committee Meeting.....................................31
Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
Introduction
Background
The UNESCO Regional Bureau for Education in Latin America and the Caribbean
(OREALC/UNESCO Santiago) organized the Second Technical Follow-up Meeting to the Regional
Meeting of Ministers of Education in Buenos Aires, which was held on February 15 - 16, 2018 in
Santiago, Chile. The purpose of the event was to review progress made towards the commitments
adopted at the Buenos Aires meeting and prepare for the upcoming Regional Meeting of Ministers of
Education to be held in July 2018 in Sucre, Bolivia.
Considerable progress has been made towards the education agenda in the LAC region since the first
Technical Follow-up Meeting of the Ministerial Regional Meeting, held in April 2017 in Santiago, Chile.
A preliminary version of the SDG - Education 2030 (E2030) Agenda implementation roadmap for the
region has been prepared and will be officially approved at the next regional meeting of ministers of
education in Sucre.
The regional roadmap includes actions and activities such as the creation of the SDG-E2030 Regional
Steering Committee for LAC. This committee will be tasked with ensuring coherence, coordination and
solid collective regional work so that countries and education partners in LAC can make progress
towards the E2030 targets together. It recommends that the Regional Steering Committee meet
biannually prior to the Global Steering Committee meetings, so that progress in the region can be
appropriately communicated around the advances, perspectives and challenges of the SDG4 - E2030
on a global level.
As such, the goal of this meeting was to prepare for the SDG-E2030 Global Steering Committee
meeting, which will be held on February 28-March 2, 2018, in Paris, and further analyze the operations
and work methods of the Regional Steering Committee and kick off roadmap activities.
Meeting objectives and expected results
The objectives of the meeting were:
Update the draft roadmap for implementation of the SDG - E2030 Agenda for Latin America
and the Caribbean, revising the calendar in each of the main areas (policies and strategies,
monitoring and reporting, advocacy and communication, and financing and governance).
Define the set of procedures and mechanisms that determine the composition, functions,
operations and decision-making process of the Regional Steering Committee, Working Groups
and Advisory Group.
Propose a joint work plan to prepare the Regional Meeting of Ministers of Education.
5Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
Draft a regional perspective on the general issues for the next Global Steering Committee
meeting.
Participants
Current representatives of the Latin American and Caribbean countries of the Global Steering
Committee for SDG4-E2030, namely, Argentina, Brazil and Bolivia as well as Granada, which was
selected by GRULAC in Paris to represent the Caribbean. Participants also included representatives
of civil society and teacher organizations (CLADE), regional organizations (OAS, OEI, CECC-SIC,
CARICOM) and experts from UNICEF and UNESCO.
Methodology
The meeting was held in Santiago on February 15-16, 2018. It included presentations, group
discussions and a series of plenary sessions on the implementation of SDG4-E2030 in Latin America
and the Caribbean. Participants contributed to thematic discussions facilitated by a moderator. In each
of the sessions, UNESCO specialists and guest speakers presented the issues to kick off an open,
interactive discussion. All of the sessions included visual aids, which were primarily used to organize
and clearly present the main ideas.
The two days of work were divided into nine sessions plus an inaugural session, which mainly followed
the thematic division of the document and the working groups set out in the roadmap. The first day
featured an overview of the progress made on the roadmap, political strategies for its implementation
and the study of the situation of priority areas of education for the region. Specifically, attendees
reviewed the regional actions developed in the context of the E2030 agenda, agreed to the terms of
reference of the Regional Steering Committee and the methods of the working groups and Regional
Advisory Committee, and reported on the preparation for the regional meeting to be held in Sucre,
Bolivia. They also worked on the thematic study and conceptual framework as well as E2030 agenda
policies and strategies.
The second day focused partly on the remaining thematic areas defined in the preliminary roadmap
document. The participants went on to define a regional perspective on the core issues for the next
Global Steering Committee discussion. Specifically, they addressed issues regarding: (i) financing and
governance; (ii) reviewing, monitoring and reporting and, (iii) communication and advocacy. This last
topic was explored in workshop format in groups. The second technical follow-up meeting to the
Regional Ministerial Meeting in Buenos Aires closed with a preparatory session for LAC for the Global
Steering Committee meeting.
Follow-up actions
The technical group agreed that OREALC/UNESCO Santiago will update the draft roadmap, which
will reflect the agreements reached during the meeting. It was also decided that the proposed roadmap
would be presented to the countries in the region at various regional and sub-regional events to gather
more feedback, and it will be validated for the last time at the Meeting of Ministers scheduled for July
2018 in Sucre, Bolivia.
6Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
Summary of the discussions
I. Inaugural session
This session commenced with opening words from OREALC/UNESCO Santiago Interim Director
Cecilia Barbieri. She thanked those in attendance and noted how important it is that CECC-SICA and
CARICOM accepted the invitation to participate. She also highlighted the importance of the joint
contribution from the technical group and presented the meeting objectives and methodology as well
as the main topics to be addressed over the course of the following two days and some of the expected
results.
II. Session 1: SDG-E2030 Agenda implementation roadmap for LAC
Presentation of actions and activities implemented in association with the SDG-E2030
roadmap
Cecilia Barbieri began the session by underscoring the importance of the roadmap as the
operationalization of actions in the context of the Buenos Aires Declaration. She noted the joint effort
that resulted in the draft roadmap and the establishment of priority areas through high-level technical
meetings on issues such as gender, teachers, equity and inclusion. Barbieri also identified two
fundamental topics on which OREALC/UNESCO Santiago has worked together with UNESCO
centers and institutes and made significant progress, namely: (i) review, monitoring and reporting, and
(ii) policies and strategies.
She stated that the Regional Steering Committee has four working groups aligned with the Global
Steering Committee working groups and she listed some of the joint initiatives such as the roadmap,
which was developed through a collective process among representatives of Latin American and
Caribbean countries and education partners; the presentation on progress made in the region after
2015 (high-level technical meetings, Buenos Aires Declaration and roadmap) at the sub-regional,
regional and global levels; the high-level technical meetings (such as the Regional Educational Policy
Forum with IIPE-UNESCO Buenos Aires); and the Second Technical Follow-up Meeting to the
Regional Ministerial Meeting in Buenos Aires.
More specifically, for review, monitoring and reporting, a consultation workshop was held with Central
American countries on the educational goals and indicators of SDG4-Education 2030 and the Central
American Education Policy 2013-2030, together with UNESCO San José and CECC-SICA, as well as
a workshop with Caribbean countries on the implications of SDG4 in the planning, monitoring and
evaluation of education, together with UNESCO Kingston and the support of the Caribbean
Development Bank; the monitoring of the regional indicators framework proposal for monitoring the
SDGs presented at the Statistical Conference of the Americas by the Statistical Coordination Group
for the 2030 Agenda; regional participation in the third (June 2017) and fourth (January 2018) meetings
7Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
of the technical cooperation group for the SDG4-Education 2030 indicators coordinated by the UIS;
the collaboration between UIS and OEI (IESME) in the process of redefining the monitoring framework
for the 2021 Goals; and the international launch of the Global Education Monitoring Report 2017/18
in Brasilia.
Regarding the second aspect, policies and strategies, she noted the ongoing study of the four thematic
issues adopted previously by the technical group (rethinking the quality of education, inclusion and
equity, teachers and education workers, and lifelong learning) and the goal of developing a frame of
reference of what is currently being done in the region. Barbieri stated that the preparation work for
the study consisted of mapping actions in countries, organizations and other education partners in the
region in the four thematic areas. The study will guide the discussions at the next regional meeting of
ministers.
In regard to teachers and education workers, she referred to two regional publications and reports.
The first was “Initial Teacher Education in Citizenship in Latin America” and the second was “21st
Century Skills and Pedagogies for Inclusion in Initial Teacher Education in Latin America.” Regarding
lifelong learning, she made reference to the Regional Meeting of the Global Network of Learning Cities
in Córdoba, Argentina, to create a network for the countries in the region and a national meeting in
Bolivia that resulted in the La Paz Declaration on this topic. In equity and inclusion, she referred to the
RIINEE and Regional Forum on Education Policies, Equity and Inclusion held in October 2017 in
Buenos Aires.
Finally, regarding the quality of education, she spoke of the two LLECE National Coordinator Meetings
(Costa Rica, March 2017 and Colombia, August 2017) to monitor the agreements of the Laboratory’s
plan of action in the context of E2030; the Regional Meeting for Latin America and the Caribbean of
the Global Citizenship Education Network, October 2017; the development of the Fourth Regional
Comparative and Explanatory Study, ERCE-2019; the preparation workshop for ERCE-2019
organized in collaboration with the Chilean Education Quality Assurance Agency in the context of the
LLECE capacity-building program; and the regional launch of the International Civic and Citizenship
Education Study (ICCS 2016) which included the participation of Chile, Colombia, Mexico, Peru and
the Dominican Republic.
Analysis and discussion of roadmap progress
The participants outlined the actions that had been developed over the preceding months in the
context of SDG4 and the roadmap.
Summary of the discussion:
The plenary session focused on actions developed by various organizations in relation to the roadmap
and the agreements of the First Technical Follow-up Meeting of the Regional Meeting of Ministers of
Education in LAC. The most common actions or initiatives focused on the development of
assessments, action mapping, the development of indicators and action plans in the context of the
E2030 Agenda implementation. The Regional Observatory of Inclusive Education, which is an initiative
involving diverse United Nations agencies, the Latin American Campaign for the Right to Education
8Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
(CLADE) and OEI that was launched in 2015 with the aim of supporting the Right to Education; the
Inter-American Education Commission, Action Plan for the Inter-American Education Agenda,
Cooperation Fund for Development, Iberoamerican Education Observatory, a regional programme for
the development of teacher professionalization in LAC, and a global campaign against the privatization
of education are just some of the initiatives and actions that were mentioned. Along this same line, it
was pointed out the need to expand collaborative work for the alignment of national agendas with the
SDGs and specifically the E2030 Agenda. The Central American Education Policy was highlighted as
a major step forward, along with the development of teaching materials for people with disabilities.
Issues of concern include privatization of education, the conceptualization of the quality of education,
and the treatment of issues such as equity, teacher training, gender and school violence, and the
situation of children outside the classroom. It was encouraged to reinforce the active role of each
country as well as reporting to and maintaining dialogue with the public and coordinating and sharing
events more effectively, publications and other actions developed by stakeholders. Finally, it was
suggested that there is a need for greater coordination between international agencies.
Proposed roadmap strategies and actions:
- Analyze the possibility of creating an education observatory to monitor progress of the agenda
in LAC.
- Specify the need to focus on education as a crosscutting topic for fulfillment of the SDGs.
- Creating a virtual space for interaction, cooperation and coordination in which members of the
Regional Steering Committee can learn about the actions of other stakeholders.
III. Session 2: Review of the Terms of Reference: Regional Steering Committee,
Working Groups and Regional Advisory Group.
The technical group proceeded to review and discuss in detail the open points of the terms of reference
of the Regional Steering Committee, the Working Groups and the Regional Advisory Committee in
order to reach agreements regarding their composition and operation.
Presentation of the Terms of Reference of the Regional Steering Committee, Working Groups
and Regional Advisory Group
Cecilia Barbieri introduced the main nodes of the structure and the topics to be addressed by the
Committee. She noted that there is a need for the Regional Steering Committee to be a body that truly
responds to the needs of the region in terms of representation and participation but that also has a
light structure.
She suggested that the Committee is the technical part of the countries of the region for the
implementation of the E2030 Agenda. Its main tasks will be to recommend actions for the region, sub-
region and countries; develop and propose policies and strategies for the implementation of the
agenda; and guarantee the operation of the working groups (monitoring and reporting, policies and
9Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
strategies, advocacy and communication, financing and governance) and to evaluate the progress
made on the agenda’s implementation.
Specifically, in terms of communications, she underscored the need to deepen and improve the
communication mechanisms between countries and the need to design a campaign with a clear
message from the LAC region. Regarding the mobilization of resources, she underscored the
importance of securing resources for the operation of the Regional Steering Committee, Working
Groups and Regional Advisory Group, and for the actions that those agencies decide to undertake in
order to ensure the implementation of the roadmap.
Discussion of strategies and activities for the promotion and communication of the roadmap
Following the presentation, the technical group discussed the Terms of Reference of the Regional
Steering Committee, Working Groups and Regional Advisory Group.
Summary of the discussion:
The first critical node in the discussion was about representation and diversity regarding how to
establish the countries’ integration into the committee. Participants noted that there is a need to include
each of the four sub-regions (Southern Cone, Andean Region, Central America and Mexico, and the
Caribbean) without leaving aside the necessary regional representation in the global committee. They
noted the need to cover the broad geographic and cultural spectrum of the region even if it means
adding more country participants to the at least 11 members that were listed in the draft roadmap,
ensuring governance and continuity of the regional committee.
A second critical and recurring point in the discussion was the need to improve upon and deepen the
communication mechanisms between the countries and the global and regional levels. On a different
level, but on the same topic, participants encouraged the development of greater coordination among
the participating agencies. A third critical point was the proposal to integrate students into the
committee. While some argued that there was a need to include students as the main target audience
of the education agenda, others noted that this would involve logistical difficulties (as they are minors),
issues of representation (possibility that other professional groups and agencies would want to join as
well), legitimacy (lack of a coordinating agency for students at the regional level) and administration
(creating an agency without clarity regarding how it would operate in that no organization is known
and generating a space for participation in a manner that is not entirely clear). Finally, expertise was
mentioned as a crucial criterion for inclusion in the Regional Advisory Group and Working Groups.
Strategies and proposals for guaranteeing the effectiveness, efficiency and regional
representativeness of the Regional Steering Committee
- Develop more effective communication mechanisms between the countries that participate in
the Global Steering Committee and those that do not.
- Involve ECLAC in the Working Groups.
- Seek out mechanisms for including student organizations (regional, sub-regional) in the
committee agencies (Regional Steering Committee, Working Groups and Regional Advisory
Group), guaranteeing regional representation.
10Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
- Identify and include other regional stakeholders to add perspectives and expertise to the
working groups.
Agreements:
- The specific objectives of the Regional Steering Committee were set.
- Maintain at least five (5) countries. Three (3) will participate in the Global Steering Committee
and at least two (2) countries from the sub-regions that are not represented will be invited
through GRULAC. Those that currently participate in the Global Steering Committee
(Argentina, Bolivia and Brazil) may stay on for two more years if they wish. The integration and
participation of more countries is still possible.
- A third agency will join the two (2) permanent agencies (UNESCO and UNICEF) by invitation
and will rotate based on its potential contribution to the roadmap.
- CECC-SIC and CARICOM will be added to the Regional Steering Committee and the OEI and
OAS will continue to serve on it, thus guaranteeing balance and effective sub-regional
representation.
- Each member will cover the costs of their participation.
- English and Spanish will continue to be the official work languages.
- The working groups will report (as a minimum) each time the Regional Steering Committee
meets (biannually). They also will report each time they believe that such action is warranted
or at the request of the Regional Steering Committee.
- A list of partners and experts will be developed for the Regional Advisory Group. All members
of the Regional Steering Committee will contribute to it to ensure plurality. OREALC/UNESCO
Santiago will draft an initial list of stakeholders and will circulate it among technical group
members for comments and feedback.
- Seek out mechanisms for including student organizations (regional, sub-regional) in the
committee agencies (Regional Steering Committee, Working Groups and Regional Advisory
Group), guaranteeing regional representation.
IV. Session 3: Policies and strategies
The third session of the meeting focused on policies and strategies. It began with a presentation by
Atilio Pizarro, Coordinator of the Latin American Laboratory for the Assessment of the Quality of
Education (LLECE), OREALC/UNESCO Santiago. The technical group then discussed the topic and
proposed strategies and activities to be included in the roadmap.
Presentation on policies and strategies
The presentation began with a conceptualization of the definition of quality in education and how this
relates to a vision of sustainable development in the context of an agenda that was underscored as
holistic, humanist and committed to universal ethical values such as equity, inclusion and human rights.
Pizarro also noted that there is a need to promote skills for learning that are lasting and aligned with
the SDGs in general and SDG4 in particular. These skills go beyond technical knowledge, and as such,
11Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
he argues in favor of a review and redefinition of regulatory and curricular frameworks, including
methodologies, evaluations and even teacher training.
In this context, he noted that this begins with cooperative work by various stakeholders including
governments, teacher unions, state agencies and experts. One change in the approach to education
involves the development of monitoring and accountability mechanisms that provide feedback for
education policies. Both are central points in policy and strategic issues for the implementation of the
2030 Agenda in LAC. Mr. Pizarro stated that the main challenges are associated with short-term
government agendas, which often follow election cycles. He also stated that decentralization is a
fundamental topic for achieving 2030 Agenda objectives, noting that there is a certain amount of delay
in the region in regard to this topic. However, he praised the institutional architecture that has been
implemented by the countries and the creation of institutions focused on quality that have furthered
joint efforts in relation to the SDGs.
Finally, he noted the importance of decreasing the gap that exists between more qualitative (values)
issues of education and curricular contents and the need to align national education frameworks with
those of the other countries in the region, generating intersectorial mechanisms for cooperation and
coordination.
Discussion of strategies and activities for the working group on policies and strategies
Group members discussed the vision of educational quality presented and its close link to the
objectives of the countries and education systems in the region.
Summary of the discussion
The technical group agreed on the need to understand the quality of education in a broader sense, not
only aligned with SDG4 but also with the expectations and challenges of the societies in the region.
For the Central American and Caribbean sub-region, it identified the need to improve and expand
monitoring mechanisms and stated that this is one of the weakest points in the sub-region’s educational
systems. In regard to monitoring, the group determined that there is a challenge regarding coherence
between data and statistical reporting by countries and that there is a need to create a common agenda
and calendar for all the working groups and Regional Committee. In regard to more specific issues,
participants highlighted the need to work on transitions between primary and secondary school given
the high drop-out rate and between school and the working world, where lifelong learning was identified
as a key point. Finally, mention was made of accountability as a fundamental aspect of the agenda,
but it also was stated that this must be coherent with the need for citizen participation and not simply
an instrument for controlling countries and generating stress.
Proposed strategies and activities
- Define an agenda and calendar of activities prior to the Ministerial Meeting in Sucre.
- The working group on policies and strategies should work with the other working groups in
order to improve monitoring mechanisms and technical assistance, specifically in Central
America and the Caribbean.
12Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
- Specify the importance of participation of various civil society stakeholders in the development
of education policies.
- Make the structure of the SDG4 report available on a website to improve the performance of
the technical group.
V. Session 4: Thematic study and conceptual framework: towards Education
2030 in LAC
During this session, participants were informed about the ongoing work on a thematic study and
conceptual framework for implementation of the E2030 Agenda in LAC. The session began with a
presentation by Vernor Muñoz, OREALC/UNESCO Santiago consultant, who described the structure
of the study, work teams, actions developed to date and some of the expected results.
Presentation on the thematic study and conceptual framework: towards Education 2030 in
LAC
The presentation stated that the goal of the study is to develop a series of technical reports for the
Sucre Ministerial Meeting. This will be referred to as a thematic study because all of the findings will
be summarized in a single document to be provided to the ministers at that meeting. The thematic
study will cover four areas (rethinking the quality of education, equity and inclusion, teachers and
education workers, and lifelong learning), each of which will be developed by a specific research team.
Muñoz also stated that the framework for the thematic study is the Sustainable Development Agenda
and the Incheon Declaration and Framework of Action and that both are based on the Regulatory
Framework of the Right to Education. He said that quality will be understood in terms of four areas:
an understanding that goes beyond the instrumental and utilitarian, the context of educational work,
curricula and the relationship between the world of learning and that of teaching, and education quality
measurements and the type of monitoring and follow-up actions to be developed.
The studies will be similar in structure so that they can incorporate the government offering and the
demands of civil society. Finally, Muñoz said that the first documents will tentatively be ready in March
to kick off a peer review phase.
Summary of the discussion
The technical group congratulated Muñoz on the initiative and the progress made as well as the broad
perspective on a vision of quality. No major criticisms of the study structure were offered. The
discussion indicated that the technical group and regional experts on the various areas will play an
important role in the review of the documents. The participants also noted that there is a need to further
broaden certain concepts with regard to quality and the right to education. This was exemplified by the
right to violence-free education, education for resilience, the right to education for migrant children, and
the extreme need to address private education in the LAC region. Participants insisted on the
importance of understanding the transitions between the various levels of education and not leaving
aside important issues such as infrastructure and resources.
13Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
Proposed strategies and activities
- Specify the focus of the right to education in the study and specifically in the final document.
- Invite University of West Indies to contribute to the study in the four thematic areas, thus
guaranteeing inclusion of the Caribbean perspective.
VI. Session 5: Preparation for the Regional Meeting of Ministers of Education,
Sucre 2018.
During this session, Susana Postigo, Director General of Planning of the Ministry of Education of
Bolivia, addressed the need for cooperation to achieve the 2030 agenda goals and presented
guidelines for the ministerial meeting in Sucre.
Presentation on the Sucre Regional Ministerial Meeting
The presentation began with an overview of the mandates agreed to during the previous ministerial
meeting and the commitment made by LAC Ministers of Education regarding the alignment of regional
agendas to ensure efficiency and effectiveness. There was also a short description of the various
entities that will attend the Sucre meeting (OEI, UNASUR and UNESCO) in a convergence of
agendas. Mention was made of the need to work in coordination as a region with multilateral agencies
for the implementation of the SDGs. Mrs. Postigo stated that the approval of the Regional Steering
Committee during the Sucre meeting was very important but that it was also important to establish
proposals or recommendations for the agenda implementation.
She described the actions that are being developed for the meeting such as contacting the diplomatic
corps and sending them information so that they can communicate it to the respective ministers in
advance. She committed to send the concept note for the meeting and any logistical issues by late
March/early April. Finally, this is expected to be a dynamic meeting given the number of agencies that
will come together, including around 30 to 35 officials with their respective high-level technical teams.
Discussion
Summary of the discussion
The discussion mainly revolved around the need to advocate the importance of the agenda committed
to by the governments, given that there have been some changes in government in the region.
Strategies and activities proposed for the Sucre meeting
- Reinforce efforts of the technical group with incoming governments to advocate the importance
of the implementation of the E2030 agenda and its commitments.
VII. Session 6: Education financing and governance in LAC
14Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
The session kicked off with the participation of Camila Croso, General Coordinator of the Latin
American Campaign for the Right to Education, and Francisco Miguens, National Director of
International Cooperation and Secretary of the Argentina National Commission for Cooperation with
UNESCO, Ministry of Education of Argentina, who reported on the results of the Global Partnership
for Education Financing Conference in Dakar (Senegal). One of the key points was tax justice and the
need for progressive tax reforms. It was mentioned that the G-20 will have an education chapter for
the first time and that there is a need to increase spending on education and to create the existence
of a convergence and coherence between the different financing instruments, considering that this
discussion is integral to efficient spending.
This was followed by the presentation of Carlos Vargas Tames, OREALC/UNESCO Santiago
consultant, who addressed education financing and governance with a focus on distribution and
optimization in the use of resources based on principles of equity and efficiency.
Presentation on education financing and governance in LAC
The presentation began by arguing that the discussion on education financing is framed within the
SDG4 and defined as a right, and therefore as a public asset, that must be guaranteed under the
principles of equity and inclusion. Mr. Vargas indicated that the purpose of the working group is not
decision-making, but rather the generation of information for decision-making, which generates a
synergy with the other working groups.
He highlighted that the challenges include the expansion of resources in light of a decrease in
financing and official aid for the development of middle-income countries, which is added to the
difficulties in terms of access to education, the quality of education, and changes in the demographic
composition that have an impact on tax regimes and evidently on collection. For this reason, the
exploration of new forms of financing is key. Information is needed on education spending (both public
and private), the existing gaps between the available resources and the goals and commitments
adopted, and the sources of financing of public spending in general.
Finally, he highlighted some means of financing in the region and the need to optimize distribution of
resources. For this, monitoring and reporting will be critical issues for follow-up of actions undertaken,
as well as accountability and transparency.
Discussion on strategies and activities for the working group on education financing and
governance
The discussion centered on the main challenges to financing education in the region.
Summary of the discussion
The technical group focused its attention on some of the issues in the region such as the existence
and reliability of financing data. This is due to dispersion, differences in indicators and even certain
resistance to providing information considered to be sensitive. On this last point, there is certain
consensus on the need to communicate and advocate the relevance of the information in order to meet
the established goals. A second problem identified was the lack of accountability in countries, and the
15Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
challenge was set to accompany countries and promote capacity-building. Two relevant issues
identified were the importance of tax justice (aligned with the global discussion) and the possibility of
creating a tax collection mechanism and thereby reducing the gap between the available resources
and those necessary for reaching goals. This is added to the difficulties faced by middle-income
countries in obtaining financing. Finally, the discussion brought attention to the need to assess current
instruments established with economic rather than educational logic.
Strategies and activities proposed for the working group:
- Build a digital repository where members of the technical group can access information on
education spending.
- Improve government training in accountability, encouraging governments to publicly report on
progress regarding the expansion of resources and distribution of public spending on education
based on the principles of equity and efficiency adopted in the SDG4 (no-one left behind).
- The recommendation is to strengthen country training and promote production, compilation,
analysis, use and outreach efforts on education financing data.
VIII. Session 7: Review, monitoring and reporting
The session began with a presentation from Alejandro Vera from the UNESCO Statistical Institute,
who made reference to country data monitoring and reporting on the 2030 Agenda. This was followed
by a presentation from Atilio Pizarro from OREALC/UNESCO Santiago, who presented actions
developed by the Latin American Laboratory for Assessment of the Quality of Education (LLECE).
Presentation on reviewing, monitoring and reporting
The presentation began with an explanation of the four SDG monitoring levels. These are global,
thematic, regional and national. However, the presentation established that for LAC, thematic regional
monitoring was established as a mandate after the Buenos Aires Declaration. This was followed by
an identification of the goals established for the working group on monitoring, which are to define and
establish a regional SDG4 monitoring mechanism; develop national capacities to report the necessary
data for different monitoring levels; and progress towards the definition of regional specificities that
will be monitored on a thematic level. Finally, mention was made of the relationship between the
monitoring working group and the other working groups, as these will set the guidelines for the aspects
that will be monitored.
Next to present was Atilio Pizarro, who argued that the evaluation is part of the Right to Education and
it serves to monitor what is occurring, in order to provide feedback on policies and derive lessons. Mr.
Pizarro explained the structure of the comparative and explicative regional studies made by LLECE,
indicating that this is the most representative evaluation currently in existence for the LAC region and
that it has enabled an exhaustive review of curricula and led to a very enriching exchange of ideas
between. He underscored the relevance of the study of the associated factors as an expansion of the
understanding of quality in education. He referred to what he sees as a necessary evolution that must
16Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
occur in LLECE in light of the Sustainable Development Goals, the conformation of a High-level
Consultive Council, and the preparation of the next evaluations set for 2019, 2023 and 2028, which
will incorporate non-cognitive and socio-emotional units. Finally, on a political level, he highlighted the
work conducted with different agencies and authorities from different countries in the region.
Discussion on strategies and activities for reviewing, monitoring and reporting
Comments were then shared on the presentations, as well as discussions on issues related to the
working group and the review, monitoring and reporting strategies in the region.
Summary of the discussion
The group congratulated the work of LLECE and its more holistic approach to the observation and
analysis of the educational processes. It highlighted the treatment of the associated factors, as well
as the collaborative work with countries and international organisms. There was relative consensus
on the criticism and negative aspects of the standardized evaluations, and an insistence to LLECE to
expand its areas of evaluation, generating an evaluation with a regional identity. The urgent need to
reduce the gap between curricular aspects and real learning by students was mentioned in relation to
meeting the E2030 agenda goals.
With respect to monitoring, an urgency was identified to work with state agencies on improvements
and mapping of existing information, stressing the importance of avoiding duplications in the requests
made to countries for statistical information emanating from different organisms. Along the same line,
there was a recommendation to engage training activities and technical assistance to national
technical teams in order to improve the planning of these actions and increase regional coverage.
Strategies and activities proposed for the working group
- A recommendation was made for the participation of UIS and LLECE in the working group to ensure
the presence and complementarity of both institutes with responsibilities in the regional and global
monitoring of SDG4-Education 2030.
- Promote skills development in national organisms responsible for monitoring and reporting and in
national education evaluation agencies.
- Map the educational goals monitoring frameworks that are implemented on a regional or sub-regional
level, as well as technical assistance and training activities for regional agencies, as a key input for
the development of the working group’s activities and proposals.
IX. Session 8: Workshop: advocacy and communication
The session was held in workshop format, with the work divided into four groups, for later use in a
plenary session presenting the main discussions and conclusions of the groups. The session was
facilitated by María Elena Ubeda, UNICEF Regional Specialist in Early Childhood Development, and
Vincenzo Placco, UNICEF Program Specialist. They indicated that the goal was to advocate the social
17Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
benefits of the implementation of the SDG - E2030 agenda and the Right to Education. At the same
time, they asked for the development of key messages to reinforce a collective consciousness on what
quality, inclusive and equitable education could be. The groups worked in the following way: group
one, quality and education workers and teachers; group two, lifelong learnings and equity and
inclusion. Both groups had the task of identifying stakeholders and the appropriate messages to direct
toward them and creating a list of issues and key concepts. Groups three and four were focused on
the agreements described in the roadmap and the actions to follow for this working group.
Presentation of groups on communication and advocacy
Group one indicated that education is multidimensional, involving processes and structures, and it is
not enough to rethink them, but rather to act on them. In this process, it is fundamental to highlight the
importance of soft skills. The stakeholders identified were teachers and education workers, school
directors, unions, students, administrative staff, curricular developers (planners) and even nutritional
workers. The main messages or ideas were: teachers as an agent of social change, the need for a
quality working environment and conditions for teachers and education workers, promotion of an
educational community, and rights and responsibilities go hand in hand.
Group two presented the need to establish ties with other stakeholders such as the UN, universities,
policymakers, governments, and civil society stakeholders. It indicated the need to define special
rapporteurs and spokespeople and define a general policy based on what already exists. The main
messages or ideas that arose are: SDG 4 is an exercise in equity and justice, and SDG 4 is a
perspective on rights, with state responsibility as a public asset.
Group three also indicated the need and feasibility of building on what already exists and using or
adapting global campaigns to a regional level. It presented a strategy of a possible mapping of the
communication channels, for subsequent identification of common messages. It also indicated the
need for an online resources repository to optimize efforts. Finally, it underscored the need for clear
and structured messages to facilitate communication strategies.
Group four identified the importance of balance between experts in communication and others of a
more programmatic nature, and the importance of representing cultural and linguistic diversity in the
conformation of the working group. It also indicated the possibility of a regional image, in the shape of
an identifiable motto or logo, to show the joint work effort. Finally, it showed the need to engage actions
and campaigns, to work similar issues synchronously throughout the year. Coordinate activities,
milestones and actions between different participating stakeholders.
Discussion on strategies and activities for advocacy and communication
Summary of the discussion
Due to the working group dynamics and subsequent plenary socialization of the discussion and results,
there was no further discussion beyond the comments compiled above.
Strategies and activities proposed for the working group
18Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
- Integrate communication experts with programmatic experts.
- Develop a communication resource repository.
- Use existing digital channels and technological tools.
- Map communication references of organizations in the regions.
- Develop an image as a region on the 2030 Agenda.
X. Session 9: Preparing LAC for the E2030 Global Steering Committee Meeting
Carmen Rodríguez, Technical Secretary for International Cooperation of the Organization of Ibero-
American States, was responsible for leading the regional preparation session for the Global Steering
Committee Meeting. The goal was to align key messages as a region with the Global Steering
Committee in order to place these issues on the international agenda.
Presentation
This presentation underscored that the Regional Steering Committee responds to a ministerial
mandate for the region and to coherence, coordination and cooperation criteria, and that therefore the
working groups must align with global working groups. Mrs. Rodríguez expressed that the roadmap is
an effort to address opportunities, challenges and solutions for compliance with agenda goals, while
keeping the regional context in sight, with a focus on rights. Finally, she committed to circulate a
preliminary message in order to perfect it and synthesize it prior to the Global Steering Committee.
Among the most relevant issues addressed is the creation of a regional coordination mechanism that
will be known as the Regional Steering Committee. It will have a similar structure to the Global Steering
Committee but will respond to the need for representation of the LAC region. It will represent countries,
co-convenors, regional organisms and civil society organisms that will be selected based on inclusion,
representation and balance criteria in its development and will be coordinated by OREALC/UNESCO
Santiago. Its technical work will be engaged through four working groups: policies and strategies,
financing and governance, reviewing, monitoring and reporting, and advocacy and communication.
Likewise, it has the support of an Advisory Group, composed of relevant experts and institutes in Latin
America and the Caribbean.
On the other hand, the roadmap identifies opportunities, challenges and practices for regional
implementation of the E2030, presenting initiatives, events, a timeline and suggestions for regional
and national policies and strategies.
Summary of the discussion
There was no further discussion in this session, but rather specific commentary on the need to circulate
the meeting report to gather feedback and suggestions prior to the Sucre meeting.
Proposed strategies and activities
19Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
- Prepare a page that is constantly updated with events of interest, which serves as an internal
communications tool.
- Key messages were agreed upon for the Global Steering Committee Meeting (see Appendix
3).
Appendix 1. Meeting Concept Note
1. Introduction
The UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) is
organizing the Second Technical Follow‐up Meeting to the Regional Meeting of Ministers of Education in
Buenos Aires. It will be held on 15 and 16 February 2018 in Santiago, Chile. The purpose of the event will be to
review the progress made on the commitments agreed in the Buenos Aires meeting and prepare for the next
Regional Meeting of Ministers of Education, which will take place in July 2018 in Sucre, Plurinational State of
Bolivia.
Considerable progress has been made since the First Technical Follow‐up Meeting to the Regional Meeting of
Ministers of Education held in April 2017 in Santiago de Chile in regard to advancing the education agenda in
the LAC region. In this context, a preliminary version of the roadmap for the implementation of SDG - Education
2030 (E2030) Agenda for the region has been prepared and will be officially approved at the next regional
meeting of ministers of education in Sucre.
The regional roadmap includes actions and activities such as the creation of the SDG-E2030 Regional Steering
Committee for LAC. This committee will be tasked with ensuring coherence, coordination and solid collective
regional work so that countries and education partners in LAC can make progress towards the E2030 targets
together. It recommends that the Regional Steering Committee meet biannually prior to Global Steering
Committee meetings so that the progress made in the region can be appropriately communicated around the
advances, perspectives and challenges related to the SDG-E2030 Agenda at the global level.
As such, the goal of this meeting is to prepare for the SDG-E2030 Global Steering Committee meeting, which
will be held 28 February -2 March in Paris, and to analyze the functioning and working modalities of the
Regional Steering Committee in greater depth and launch roadmap activities.
2. Objectives and Expected Results
Objectives:
To update the draft roadmap for the implementation of SDG4-E2030 for Latin America and the
Caribbean, revising the calendar in each of the main areas (policies and strategies, monitoring and
reporting, advocacy and communication, and finance and governance).
20Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
To identify the procedures and mechanisms that will determine the composition, functions, working
modalities and the decision-making process of the Regional Steering Committee, Working Groups and
Advisory Group.
To propose a joint plan for preparing the Regional Meeting of Ministers of Education.
To draft a regional perspective on the general themes of the next Global Steering Committee.
Methodology
The meeting will take place 15 and 16 February, 2018 in Santiago. It will include presentations, group
discussions and a series of plenary sessions on the implementation of SDG4 in Latin America and the Caribbean.
The participants will contribute to thematic discussions facilitated by a moderator. In each of the sessions,
UNESCO guests and specialists will present the issues as a point of departure for the discussion. All of the
sessions include visual tools, which are mainly used to organize and clearly present the main ideas.
The first day will feature an overview of the progress made on the Roadmap, political strategies for its
implementation and the study of the situation of priority areas of education for the region. The second day will
focus on the thematic areas set out in the preliminary roadmap document. The participants also will define a
regional perspective on the key axes of discussion of the next Global Steering Committee.
21Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean
PROGRAMME
Second Technical Follow‐up Meeting to the Regional Meeting of Ministers of
Education in Buenos Aires
“SDG4 – E2030 roadmap for Latin America and the Caribbean”
Thursday, 15 February, 2018
8:30-9:00 Registration
9:00-9:10 Welcome and Opening Remarks
Cecilia Barbieri, OREALC/UNESCO Santiago
9:10-9:20 Meeting Objectives
OREALC/UNESCO Santiago
9:20-10:20 SDG4 - E2030 implementation roadmap for LAC
This session is focused on summarizing the roadmap activities that have been implemented
over the past few months.
We expect to receive brief contributions from participants on:
1. The activities that have been implemented in the context of the the draft SDG4-E2030
roadmap - which was developed at the first technical follow-up meeting in Santiago -,
in order to provide an overview of the actions that are being developed in the region.
Moderator: Cecilia Barbieri, OREALC/UNESCO Santiago
10:20-10:40 Coffee Break
10:40-13:00 Review of the Terms of Reference: Regional Steering Committee, Working Groups and
Regional Advisory Group
This session focuses on reviewing the mechanisms and procedures that determine the
composition, functions and decision-making processes of the Regional Steering Committee,
Working Groups and Advisory Group. The elements of the terms of reference to be discussed by
the group will be identified.
We anticipate discussing and identifying:
1. The mechanisms for making decisions within the Regional Steering Committee and the
composition of its membership and it functions.
2. The modes of operation of the working groups in the various areas (policies and
strategies, monitoring and reporting, financing and governance, and communication
and advocacy) oriented towards an efficient, effective dynamic that is easy to follow
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