Planning education, building - 10th MEDIUM-TERM STRATEGY - Unesco
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Planning
education,
building
10 th
MEDIUM-TERM
STRATEGY
2018 2021We’re delighted to feature
the United Nations’ Digital Ambassador
and a character by the artist
Yacine Ait Kaci ( ).
The designations employed and the presentation
of material throughout this book do not imply the
expression of any opinion whatsoever on the part
of UNESCO or IIEP concerning the legal status of any
country, territory, city or area or its authorities,
or concerning its frontiers or boundaries.
Published by:
International Institute for Educational Planning
7-9 rue Eugene Delacroix, 75116 Paris, France
Design: Julie Chahine
Cover photo: Anthony Asael/Hemis
Illustrations: Elyx by Yacine Ait Kaci (YAK)
Printed by: IIEPMessage from the Director
S
trengthening the capacity of countries to plan and
manage their education systems has always been
IIEP’s mission. During this 10th Medium-Term Strategy
(MTS), for the period 2018–2021, IIEP will further pursue
this role of assisting UNESCO Member States in achieving their
educational goals in the context of the Sustainable Development
Goals (SDGs) and the new Education 2030 agenda.
From its unique position within UNESCO, and the United
Nations system as a whole, IIEP is the sole agency exclusively
dedicated to educational planning and management, offering
countries the requisite knowledge and expertise to develop
solutions to the challenges arising from their particular context. The
Institute also plays a normative role in its field, helping to identify and
develop current best practices and standards.
IIEP’s previous MTS, covering the period 2014–2017, was designed amid consultations and debates on
the future SDGs. Readers familiar with the 9th MTS will note a continuity between its thematic priorities
and those of this 10th MTS. It was already clear in 2013 that these areas – social inequalities, learning
outcomes, governance and accountability, and education system resilience – would remain challenges
in the post-Education For All era. These priorities are reframed in this new Strategy, with a fifth thematic
priority on education financing, in recognition of the more complex financing scene and the need – and
ability – to better cost and track educational investments.
Building on the accomplishments of the previous Strategy, the 10th MTS continues what is considered
to be essential, core work, while adding responses to new and emerging challenges.
Among the key accomplishments of the 9th MTS is the successful completion of the Institute’s research
on: quality assurance in higher education, teacher career structures and their influence on teacher
motivation, open data systems for more transparent government, and the use and usefulness of school
grants. Their findings will now feed into training courses and be disseminated as guidelines and tools for
improved policy and practice. New research on the thematic priorities will be undertaken, and a greater
emphasis on the ‘development’ dimension of research and development (R&D) across all three offices
will ensure IIEP offers tools to serve the growing need for smarter planning and management processes.
By the close of the 9th MTS, IIEP had expanded its distance training offer to 26 courses. The Institute
will continue to develop this flexible training modality, ensuring greater coverage of the SDG 4 priorities.
During the 9th MTS, the number of supported national and regional training institutions also grew, reaching
nine in 2017. The Institute plans even greater support to training providers, drawing on lessons learned.
This 10th MTS introduces important new areas of expertise including: early childhood education,
education policies for displaced persons and, for inclusive education, implications of demographic
changes on educational planning, and the linkages between education and employment. IIEP’s work on
crisis-sensitive planning will grow to address the nexus between humanitarian and development aid and
engage with a new set of partners.
Finally, the Institute has made considerable progress in measuring its results. After four years of
experience, the new Results Framework encompasses a wider set of indicators to be tracked. Together
with more ambitious monitoring and evaluation, this new Results Framework is further proof of IIEP’s
commitment to being held accountable for its results.
Suzanne Grant LewisIntroduction
Education 2030
Education 2030 agenda represents a shift in focus, from
basic education to lifelong learning, from an emphasis on
schooling to a more inclusive focus on learning. This shift
has several important implications for how countries plan
and manage their education systems.
What role will IIEP play in meeting this ambitious
agenda? And what importance do educational planning
and management have in today’s world?
This broader vision of Education 2030 looks at the
education system as a whole, covering all levels of
education, as well as formal and non-formal delivery
mechanisms. It emphasizes quality lifelong learning
opportunities for all, with a view to the acquisition of essential
knowledge and skills. This implies a need for sector-wide
policies and plans, with attention to the balance and links
between sub-sectors. Such a lofty vision will need to be
supported by advice on planning and management.
Ensuring a better future for all
IIEP sees its role in this regard as helping Member
‘Planning for a better future in the world as it is today,’ might States to translate these principles into policies and plans
be the motto for educational planners around the world, and successfully implement them. Specifically, it will offer
and for IIEP in particular. More than a simple technical and assistance with integrating the SDG 4 agenda into credible
mechanical process, educational planning is, of necessity, national policies and plans, identifying and analysing
both visionary and pragmatic, building the best way relevant data, strengthening coordination among a wide
forward amid real-world limitations of the here and now, range of partners, creatively adapting tools, and updating
with an eye on what may lie ahead. M&E practices.
All things educational have a planning and management
dimension, which allows the transition from ambition to Planning for the long term
reality. Since its inception over a half-century ago, IIEP
has stayed at the forefront of innovations in educational IIEP’s 10th MTS signals an exciting strategic direction. It
planning, as the conception of planning has evolved from goes beyond a focus on designing education sector plans,
a centralized, one-time, rigid exercise, to a multi-centred, to supporting a more sophisticated approach that also
open, continuing process. While preserving a focus on core includes implementation plans, considerations of cost and
techniques of quantifying needs and budgeting resources financing and monitoring and evaluation (M&E), ongoing
over time, the Institute has developed wider policy and plan refinement, organizational and management choices,
management dimensions, as well as a participatory and the strengthening of national education planning
approach. training centres.
IIEP’s vision is grounded in the shared understanding The Institute is committed to helping Member States
that education is a basic human right and a global common realize their educational goals for both current and future
good. No child, youth, or adult should be excluded from generations. If the world seems to be changing at an
learning opportunities that will allow her or him to live ever-faster rate, IIEP changes with it – while staying true
decently, to access and exercise their rights, and to to its foundational principles. It is IIEP’s hope that, with its
contribute to civic life. IIEP envisages a world in which all support, countries will continue to succeed in planning for
young people benefit from quality learning opportunities a better future, with inclusive and equitable educational
for sustainable development and peace. Deeply aware of opportunities for all.
the interconnectedness of the Sustainable Development
Goals (SDGs), IIEP will direct its interventions at country
level using a ‘whole-of-government’ approach to make
sure its own work in education contributes to cross-
sectoral integrated policy and planning.
4 10TH MEDIUM-TERM STRATEGYIIEP’s
Strategy at a glance
MISSION
T
STATEMEN
then
To streng SCO
ity of UNE
the capac lan
tates to p
Member S
ge their
and mana
systems
education
1 TWO STRATEGIC
Reduced educational OBJECTIVES
disparities, particularly
gender inequalities
S
Member States plan effectively
ORITIE
for education sector development
and evaluate system performances
2 Technical cooperation
IC PRI
Improved cognitive and capacity development
and non-cognitive
education outcomes Training offer
HEMAT
Support to training providers
Policy, planning,
and management advice
3 Capacity development programmes
FIVE T
Enhanced resilience of
education systems through
crisis-sensitive planning
Applied knowledge on educational
planning and management is made
accessible to policy-makers and
4 stakeholders
Improved governance, Knowledge production
transparency, and and knowledge sharing
accountability
Produce state-of-the-art
applied research
Develop methodologies,
5 standards and tools
Equitable and Support communities of practice
sustainable financing
Develop constructive
of education synergies with partners
10TH MEDIUM-TERM STRATEGY 5Educational planning
and contemporary challenges
Education, as a right that enables the fulfilment of other rights, has a vital role to play in advancing progress
towards achieving the SDGs. Educational planning and management provide the means for decision-makers
to establish realistic ambitions in terms of their goals, and to clearly prioritize given social, political, and
budgetary constraints. Ministries can thereby develop a clear vision of the education system as a whole,
strategically allocate resources, and identify the programmes and actions needed to achieve their objectives.
Global political instability and displaced Need for new skills
persons
There is growing recognition of the need to link education
Several SDG 4 targets address the unfinished business with labour market demands, an issue affecting
of the Millennium Development Goals (MDGs). Too many social cohesion and equitable growth. The Education
children and youth remain excluded from their right to Commission’s 2016 report foresees significant job losses
learn. A crisis of forcibly displaced persons – the largest in the coming decades, due to automation.2 Countries will
since the Second World War – has only exacerbated the need to ensure that youth acquire competencies relevant
problem. For education systems, the implications are far- to employment contexts. Increased migration creates a
reaching. further need for education to instill the skills and values of
global citizenship.
Educational planning for displaced populations can
assist governments of countries hosting large numbers
of refugees to secure short to long-term funding for Education financing
education provision, and greatly facilitate coordination
Many countries struggle to determine precisely how much
between stakeholders. IIEP’s work in this field will align with
they are spending on education, which makes it difficult
priorities and initiatives of both ministries of education and
to know how to best allocate funds. Workable financing
the international community.
policies are needed to avoid an unmanageable burden
on households. IIEP has undertaken groundbreaking work
A learning crisis with the UNESCO Institute for Statistics (UIS) to develop
National Education Accounts (NEAs). Such tools are
Worldwide, it is estimated that 250 million children are not
crucial for countries seeking to develop cost-effective and
learning the basic skills needed to reach their full potential,
affordable early childhood development (ECD) models, and
earn a decent living, and participate fully in society.1 Many
for fast-aging countries, needing to weigh the necessary
countries are still struggling to provide universal services. trade-offs between responding to education needs and
Yet, expanding student enrolment alone cannot solve this caring for their eldest citizens.
problem; it is crucial to ensure high-quality learning for all.
Growing disparities between public and private education
also remain a concern. Failure to address these issues may
lead to greater inequality and instability.
Educational planning and management are key to
improving learning, as they support optimal performance
of education systems and lay the foundation for improved
policies. While more learning assessment data are available
than ever before, too often these are not used effectively
to understand the factors affecting learning outcomes. IIEP
will support the effective use of learning assessment data
in planning and management.
1 UNESCO. 2014. Teaching and learning: Achieving quality for all. EFA Global Monitoring Report 2013/4. Paris: UNESCO.
2 International Commission on Financing Global Education Opportunity. 2016. The learning generation: Investing in education for a changing world. New York:
The Education Commission.
6 10TH MEDIUM-TERM STRATEGYy
priorit
1
tic
Thema
Reduced educational
disparities, particularly
gender inequalities
A n estimated 263 million youth are out of school
worldwide.1 Barriers to education arise chiefly from
poverty, but also include ethnicity, gender, disability, and Key interventions
crises. It is estimated that some 15 million girls of primary-
school age will not have the opportunity to learn to read QQ Promote increased attention, in education
or write in school, compared with 10 million boys.2 Even in sector analyses and plans, to gender as it
countries where girls have equal access to education and intersects with other causes of inequality.
higher graduation rates than boys, this advantage too often
fails to translate into economic empowerment. At the same QQMainstream gender and other equity issues
time, there is a need for deeper analyses of the factors that across IIEP’s training offer.
make boys more likely to leave the education system, and
the consequences. QQDevelop a new training offer on planning for
inclusive systems, with a focus on people
Inequalities remain a serious concern for most countries, with disabilities.
and have worsened even in some wealthy societies.
Reducing these, especially inequalities of gender, is a QQ Make available to policy-makers applied
prerequisite to guaranteeing the right to a quality education research on reaching the poorest and most
for all, as reflected in SDG 4. marginalized groups.
Educational planning and management should lay the
foundation for improved policies for inclusion, as well as
socio-economic development. Beyond strategy design,
efforts must be made to involve disadvantaged groups in
policy formulation and planning processes.
Under the 10th MTS, IIEP renews its commitment to Related key performance
equity analyses in sector analysis, sector plan development, indicators for technical
M&E, and policy research. This will involve interpreting cooperation and capacity
data on gender, socio-economic status, ethnicity, urban– development
rural disparities, language, and disability, and their role (Strategic Objective 1)
as obstacles to education. IIEP’s training will encourage MTR 1.3 - Share of IIEP’s
attention to all forms of disadvantage, including disability. portfolio in least developed
The Institute will also work to develop the technical countries
planning and management capacities of female education
MTR 1.3 - Share of technical
staff, enabling and encouraging them to advance to high-
cooperation projects that
level positions. More equitable gender representation in
are at least gender-sensitive
the design of education systems can contribute to policies
on the UN Gender Equality
inclusive to all.
Marker (GEM)
1 U
IS (UNESCO Institute for Statistics); Global Education Monitoring Report. 2016. ‘Leaving no one behind: How far on the way to universal primary and
secondary education?’ Policy paper 27, Fact sheet 37. Paris: UNESCO.
2 Ibid.
10TH MEDIUM-TERM STRATEGY 7y
priorit
2
tic
Thema
Improved cognitive
and non-cognitive
education outcomes
E vidence abounds of a widening gap between
schooling and learning. At the same time, there is a
growing recognition that learning is part of a larger set of Key interventions
desirable education outcomes explicitly included in the
Education 2030 agenda. These include a specific target QQ Promote quality assessment frameworks
on skills for work (SDG 4.4), and another on education for in planning and management.
sustainable development and global citizenship (SDG 4.7).
QQ Continue development of the IIEP Learning
Alongside this wider set of education outcomes for
Portal.
planning and management, there is a need for increased
attention to external efficiency (i.e. professional, individual, QQ Support policy-makers and practitioners
and collective outcomes) rather than the traditional in identifying and implementing context-
monitoring of internal efficiency. relevant interventions to promote learning.
What has not changed is the vast range of factors
that together produce these education outcomes – from QQ Develop the training offer on education
learner support structures starting in early childhood, and labour market issues.
to teacher and school management, curricular choices,
QQ Expand research on teacher management
infrastructure, learning material, system management, and
issues affecting the profession and teacher
financing.
quality, including for refugees.
While an analysis of learning inequalities is standard
in sector analyses, the 10th MTS will give more attention QQ Integrate ECD into the training offer
to the use of learning data to inform policies, strategies, and develop new course.
and interventions. IIEP will work with partners to develop
education management information systems (EMIS) which
include a wider range of quality indicators to promote
monitoring of cognitive and non-cognitive learning.
IIEP’s Learning Portal will be further developed to inform
dialogue, debate, and practices related to planning for Related key performance
improved learning. Sources of data outside of education indicator for technical
systems, including labour market data and household cooperation and capacity
surveys must also be utilized. development
(Strategic Objective 1)
Beyond schooling, IIEP will explore how educational
provision can better take into account economic demand MTR 1.3 - Cumulative
and the question of educational requirements for the number of policy, technical,
‘future of work’. This will build on the Pôle de Dakar’s or management documents
experience in supporting the implementation of TVET that capitalize on learning and
policies, the portals in Buenos Aires, and work on internal household data
quality assurance systems for graduate employability
in Paris. Training on external efficiency and alternative
education programmes will be expanded.
8 10TH MEDIUM-TERM STRATEGYy
priorit
3
tic
Thema
Enhanced resilience of
education systems through
crisis-sensitive planning
I IEP’s work on crisis-sensitive educational planning
is closely aligned with the emphasis in the Education
2030 agenda on ensuring education delivery for children Key interventions
affected by crisis due to natural disasters and pandemics,
or to conflict. QQ Assist education ministries in developing,
monitoring, and evaluating crisis-sensitive
IIEP will continue to support governments in developing
policies and plans.
policies and sector plans that strengthen education’s role
in preventing, preparing for, and mitigating crises. The
QQ Work with international partners to develop
Institute is committed to scaling up this work at global
strategies and guidance on preventing
and country levels, while ensuring it is sensitive to gender
and mitigating conflict and crises through
dimensions.
education.
It will also address emerging global challenges,
notably forced displacement, which affects not only host QQ Train global education staff on crisis-sensitive
countries, but also countries of origin, whose education planning, including education for refugees
systems are left without the human resources needed to and internally displaced persons (IDPs).
rebuild. In supporting countries as they plan for displaced
populations, IIEP will promote innovative solutions, such as QQ Provide new forms of training and technical
applying school mapping techniques to the challenges of support on planning for refugees and IDPs
population influxes. to ministries, humanitarian cluster members,
the education sector and/or local education
Alongside key partners, IIEP has developed groups.
comprehensive expertise, policy guidance, and tools for
crisis-sensitive educational planning and management. QQ Conduct research on the management
In response to pressing needs, the Institute will bring of teachers of refugees to develop
education ministries and humanitarian and development evidence-based policy guidance.
partners together to explore new ways to plan for
education in crisis-affected contexts. These include
aligning humanitarian and education sector plans, and
coordinating educational planning and policy development
for displaced populations. This effort will involve global
training, country-level capacity development, knowledge Related key performance
production, and policy advocacy. In this way, the Institute indicator for technical
will support ministries’ leadership at the humanitarian– cooperation and capacity
development nexus. development
(Strategic Objective 1)
MTR 1.3 - Share of IIEP’s
portfolio in countries included
in the Harmonized List of
Fragile Situations
10TH MEDIUM-TERM STRATEGY 9y
priorit
4
tic
Thema
Improved governance,
transparency, and
accountability
T he chief governance challenges in education may
be said to arise from weaknesses in inclusiveness
(democratic governance), fairness (equitable governance), Key interventions
and public accountability (transparent governance). Good
governance, transparency, and accountability are regarded QQ Conduct research on open government
today as important factors for meeting international initiatives in the education sector to inform
education goals. policy design and implementation, with
attention to equity.
While recognizing the importance of stronger
accountability, the proper balance must be sought
QQ Provide training on decentralization and
between accountability and respect for professional
enhanced governance in basic education,
autonomy. In order for governance reforms to succeed,
including participatory planning.
they must address the lack of both professional
development and social recognition for education public QQ Support more effective public administration
administrators, including teachers. through analysis and capacity development
IIEP has produced pioneering work on governance, plans.
transparency, accountability, and anti-corruption measures in
education. Its publications have addressed a range of related QQ Conduct research on the implications
topics, including decentralized governance, quality assurance, of the lifelong learning context for higher
especially at the higher education level, and policies and education systems.
tools for transparency such as integrity assessments, school
QQ Promote the use of existing tools and
report cards, and codes of conduct for teachers. This work
guidelines to support transparency and
has engaged IIEP with non-traditional partners for research,
improved governance.
teaching, and technical assistance, such as the European
Union’s Tempus programme, the Council of Europe, and
Transparency International. The strong demand for IIEP’s
expertise in these areas comes from countries at all levels
of development, including large emerging economies. In the
10th MTS, the Institute will promote continued use of its tools,
guidelines, and training courses, and initiate new research. Related key performance indicator
New technologies for information sharing offer governments for knowledge production and
fresh ways to respond to demands for greater transparency knowledge sharing
and accountability, and may also lead to a redrawing of (Strategic Objective 2)
citizen–government boundaries. A new study will assess MTR 2.2 - Number of
open government initiatives (e.g. open budgets, e-service methodologies, norms, and tools
delivery, and social audits), their equity implications, and how for improved governance adapted
to integrate them into the education policy and planning cycle. for national implementation
In the higher education sub-sector, the next generation
of policy research will likely explore the implications of the
new emphasis on lifelong learning for the diversification of
higher education systems.
10 10TH MEDIUM-TERM STRATEGYy
priorit
5
tic
Thema
Equitable and
sustainable financing
of education
M eeting the Education 2030 agenda requires proper
attention to financing in educational planning and
management. Key interventions
Governments need to mobilize resources and make
QQ Support countries in conducting NEAs
hard choices. Financial flows through the system –
and sub-sector education accounts.
and, ultimately, expenditures – need to be monitored
to determine the extent to which resources are being
QQ Facilitate policy dialogue with ministries
allocated to policy priorities, and with what effect. With
of education and ministries of finance.
growing pressure on governments to increase funding,
improved financing data has become a higher priority, QQ Conduct analysis and training on cost-
allowing governments to identify who is investing in effectiveness models for ECD.
education, and to calculate actual costs, and assess the
effectiveness and efficiency of resource allocation. QQ Develop a new training offer on public
Education financing has long been a strong point for finance and innovative financing models.
IIEP. The Institute’s pioneering work on National Education
Accounts (NEAs), promoted by the recent Education
Commission report, involves collaborations with UIS and
the World Bank. IIEP will continue this work, and studies on
sub-sector accounts are also anticipated.
Beyond country-level engagement, IIEP will remain an
Related key performance indicator
active participant in discussions on financing mechanisms
for technical cooperation and
at the global level and will thus be ready to assist Member
capacity development
States to access appropriate resources.
(Strategic Objective 1)
IIEP will consolidate and update existing lines of work
MTR 1.3 - Cumulative number of
(in sector analysis, simulation models, medium-term
technical cooperation initiatives
expenditure frameworks, etc.). It will also address what
where IIEP facilitates dialogue with
is currently a ‘blind spot’ in education financing: the area
ministry of finance
between public finance – which has its own techniques,
professionals, and networks – and financing for education
sector specialists, whose diagnoses and planning
contributions too often fail to influence mainstream
budgetary processes.
The Institute will expand technical assistance for
education financing to address new and emerging
needs of Member States, in light of Education 2030 and
the increasing adoption of public financial management
reforms in low and middle-income countries.
10TH MEDIUM-TERM STRATEGY 11IIEP’s two Strategic Objectives:
an overview
An integrated approach benchmarks for equity, learning, and value for money. The
Institute emphasizes strengthening human resources, on
IIEP’s continued success depends on deriving maximum the understanding that financial resources without human
value from the ‘cross-pollination’ of knowledge and capacity may lead to dependence and wastage.
know-how drawn from both its own research and that of
IIEP has always insisted that its work with ministries should
others, and its technical cooperation and training activities.
encourage national autonomy and leadership. Developing
Thus, knowledge obtained from research – including
sustainable capacities among ministry staff and local
relevant global findings – feeds into training and technical
stakeholders enables them to make better use of human
cooperation, while shared learning from training informs
and financial resources. IIEP prides itself on developing the
technical cooperation (and vice-versa), and provides
professionalism of the country-level staff with which it works,
valuable insights into developments on the ground.
a process which encourages learning from each other.
Lessons from working with global partners and ministries
complete this virtuous cycle.
In fulfilling its mandate to assist Member States
How IIEP’s Strategic Objectives leverage
develop solutions to their particular challenges, IIEP is a ‘global’ theory of change
able to work alongside ministry staff through every stage
IIEP’s programme integrates technical cooperation,
of the planning and management process – from setting
training, knowledge generation, and outreach and
priorities, mapping the way, and allocating resources, to
advocacy, resulting in productive interactions between
delivery, monitoring, and follow-up.
its two Strategic Objectives. Strategic Objective 2 – in
investigating the implementation of policies, testing
In the service of Member States theories of change, and drawing lessons for
improved policy design and implementation –
The Institute remains true to its ethos of listening to Member
contributes to the evidence base for training and
States’ concerns, promoting capacity development, and
policy advice pursued in Strategic Objective 1.
working to ensure that the best evidence is made available
This procecss identifies new gaps in applied knowledge,
to decision-makers.
as well as the best partners with whom to explore them.
To bear fruit, Educational planning must be followed In effect, IIEP does not claim to have an independent
by good management. Educational management involves theory of change; instead, it positions itself to leverage
decisions on how to use the available resources to achieve its specific added value both at the country and global
prioritized objectives. IIEP helps ministries strengthen their level, supporting the global architecture of international
capacity to manage their education system, establishing cooperation in education.
IIEP’S INTEGRATED APPROACH EDUCATION 2030 OUTCOMES
Country level
Planning
Technical cooperation
Strategic
Objective 1 Implementation
Monitoring
and capacity development
Knowledge production Global level
and knowledge sharing
Public goods
Strategic
Objective 2 Technical and financial
partnerships
12 10TH MEDIUM-TERM STRATEGYStrategic
Objective
Member States plan effectively
1 for education sector development
and evaluate system performances
To meet its first Strategic Objective of ensuring effective
Technical cooperation planning in Member States, IIEP will pursue and monitor
and capacity development four Medium-Term Results (MTRs):
Medium-Term Result 1.1
Policy, planning Provide a flexible and responsive training offer that
Training offer and management meets the needs of Member States
advice
IIEP provides core training for key players through a
longstanding Master’s level programme, which requires
Support Capacity extended residence in Paris. The core offer of the Pôle de
to training development Dakar and Buenos Aires offices uses a blended learning
providers programmes mode, and permits shorter residential phases. While
maintaining a substantive course offer that develops core
educational planning and management skills, the Institute
I IEP’s integrated capacity development approach owes
its robustness and credibility to decades of experience
and refinement. Indeed, for over a half-century, the Institute
will add more specialized direct and distance training,
across all IIEP offices. The Institute’s capacity development
has developed complementarity between its various strategy will strengthen efforts to:
intervention modalities (training, technical cooperation, QQ customize and adapt courses to the context
coaching, providing resources, and long-term partnership). and specific requirements of Member States;
IIEP’s strategy for 2018–2021 will keep at its core this QQ expand the use of blended and online course
proven capacity development approach, which provides modalities, including MOOCs, to reach a larger public;
flexible and responsive support to Member States.
QQ expand content to provide greater coverage
National contexts imply different priorities. The needs of the Education 2030 agenda;
of lower and middle-income countries (LICs and MICs), for
QQ continue the mainstreaming of gender throughout
instance, are likely to vary. Situations arising from extreme
the training offer.
poverty will continue to be a priority for the Institute, but it
must also be ready to work towards solutions to persistent
challenges in MICs, such as inequality (Thematic Priority 1). Medium-Term Result 1.2
Many challenges, including those related to governance Strengthen educational planning and management
and accountability and education financing (Thematic training providers through institutional cooperation
Priorities 4 and 5), are present in all countries.
Since the 9th MTS, IIEP has progressively enhanced its
As a global Institute, IIEP must strive for geographical focus on institutional partnerships with regional and
balance in its engagement. Africa remains a UNESCO national training providers. The aim has been to: increase
Global Priority, and the Institute will pursue both Strategic the number of countries supported; share resources with
Objectives in the service of the region. The five thematic institutions closer to the ground; better address contextual
priorities will relate to different regions at different times. specificities; enhance impact; and help ensure that the
Historically, IIEP’s work in eastern and central Europe has capacity gained in institutions and countries is sustained.
focused on governance, transparency, and accountability. IIEP’s current review of training partnerships will capture
In the 10th MTS, work on Thematic Priority 3 will increase lessons and develop guiding principles to improve the
the Institute’s engagement in the Middle East. The goal design, implementation, and evaluation of current and
is to shape a more pro-active portfolio, reaching a good future projects, aimed at reinforcing the capacities of
balance between both geographic and thematic priorities national training institutions in educational planning and
and a more demand-driven approach. management.Medium-Term Result 1.3 INTEGRATED CAPACITY
Offer context-specific policy, planning, DEVELOPMENT APPROACH
and management advice to Member States
There has been a growing demand for IIEP’s technical
cooperation. A 2017 external evaluation confirmed the Context-specific
Institute’s ability to customize its responses to the requests policy, planning,
of Member States and to deliver in a variety of contexts. and management
advice
During the 10th MTS, IIEP will actively support Member
States throughout the policy cycle, with increasing
emphasis on national processes and requirements, Support
Capacity
including access to national and international funding, as to training
development
providers via
has been the case for Global Partnership for Education for sustainable
institutional
(GPE) funding in more than 23 Member States during the capacities
cooperation
9th MTS.
The 2017 evaluation also stressed that the range of
Flexible
Member State demands for policy advice is likely to expand, and responsive
given the larger Education 2030 agenda. This would call for training offer
a still more polyvalent skill set internally, as well as more
systematic partnerships with specialized institutions and
centres, to bring their particular expertise to bear.
Medium-Term Result 1.4
Ensure capacity development programmes
contribute to sustainable national capacities
Over the years, IIEP has refined its country-level model of
intervention. Its sustained presence and a comprehensive
programme have proved their value. By paying attention
to institutional as well as individual capacity, through
institutional analyses, functional audits, needs assessments,
and so on, IIEP can contribute substantively to building
more self-reliant institutions at country level. To this end,
IIEP will leverage UNESCO programmes, such as the
Capacity Development for Education Programme (CapED),
and provide resources to national and sub-regional efforts
made possible by UNESCO’s unique network of national
and cluster offices.
Selected key performance indicators
for Strategic Objective 1,
by Medium-Term Results
MTR 1.1 - Volume of IIEP’s training
(person-days trained)
MTR 1.1 - Coverage of SDG 4
dimensions by IIEP training offer
MTR 1.2 - Number of training
providers supported by IIEP
MTR 1.4 - Share of technical
cooperation projects designed and
monitored according to the ladder
of change
14 10TH MEDIUM-TERM STRATEGYStrategic
Objective
Applied knowledge on educational planning
2 and management is made accessible to
policy-makers and stakeholders
Medium-Term Result 2.1
Knowledge production Produce relevant applied research
and knowledge sharing The Institute will continue to produce its own research, and
to disseminate relevant findings of international research.
With the applied knowledge gained, it will nurture its
Produce state-of- Support training and technical cooperation activities. It will work to
the-art applied communities improve coverage of its five Thematic Priorities, outlined
research of practice
in this document, adding new research areas with new
partners. It will reinforce quality control of its research and
Develop Develop constructive improve the mix of quantitative and qualitative approaches
methodologies, synergies with and methods. In addition to addressing today’s challenges
standards, and tools partners and the needs of Member States, the Institute will also
conduct foresight studies.
I IEP has long been well regarded for its research into
issues of practical importance, available in widely
read publications that aim to inform policy, planning, and
Medium-Term Result 2.2
Develop and adapt methodologies, norms, and tools
management decisions. IIEP’s practical tools, guidelines, and methodologies are
In addition to publishing its own specialized research among its most popular publications. New methodological
on planning and management, IIEP contributes to the guidelines will be produced on: education sector analysis
knowledge cycle as an ‘honest broker’ of global research (ESA); planning and management (e.g. a handbook for SDG 4,
and best practices, and produces and disseminates norms, as an inter-UNESCO partnership); and integrated sector
tools, practical guidelines, and methodologies as public analysis and planning (e.g. a ‘Screening Tool’) to fast-
goods. track the cycle where appropriate. In line with Education
2030, guidance on designing gender-responsive plans,
With a firm belief in the value of partnerships for
policies, and approaches will be incorporated into these
knowledge production and management, IIEP situates its
publications.
activities within a global environment comprising an array
of actors, and a widening circle of partnerships, including:
Medium-Term Result 2.3
1. partners within the United Nations system;
Support communities of practice with resources
2. global partners in the education sector, particularly and opportunities, to inform, advocate, mobilize,
in knowledge management (multilateral, regional, and promote behavioural change
bilateral), as well as global networks and initiatives;
IIEP will support communities of practice, enriching
3. national governments; public debate through: publications (research reports and
4. country-level actors (e.g. Local Education Groups, syntheses, country studies, policy briefs, implementation
research teams); guidelines, methodological tools) and; other dissemination
tools (websites, newsletters, portals); as well as in its role
5. international academia. as an ‘honest broker’ of competing ideas, approaches,
IIEP will collaborate with partners to identify knowledge emerging theories, and a wide spectrum of viewpoints.
gaps and research questions on matters of importance to
policy-makers. With academia and research teams, it will
continue to design approaches and methodologies and to
implement its applied research.
To meet its second Strategic Objective, the Institute will
pursue and monitor four MTRs, as outlined below.Medium-Term Result 2.4 CATALYTIC APPROACH
Develop constructive synergies with partners TO KNOWLEDGE MANAGEMENT
and stakeholders, through international and local
initiatives and mechanisms
IIEP will further develop collaborations with both partners
Adaptive
and stakeholders to identify knowledge gaps and methodologies,
address policy needs. It will particularly contribute to norms, and
the aid architecture for education by supporting global tools
mechanisms (GPE, Education Cannot Wait), strengthening
collaboration, mapping respective roles, and helping to
prevent overlaps. Constructive
State-of-
synergies with
the-art applied
IIEP will customize advocacy and outreach, according to partners and
research
specific national and regional needs. stakeholders
Communities
of practice supported
with resources and
opportunities
Selected key performance indicators
for Strategic Objective 2,
by Medium-Term Results
MTR 2.1 - Completion rate of IIEP
publication plan
MTR 2.1 - Monthly average of IIEP
publication downloads
MTR 2.2 - Share of IIEP staff time spent
on developing methodologies,
norms, and tools
MTR 2.2 - Cumulative average of
methodologies, norms, and tools
developed together with partners
MTR 2.3 - Average number of people
participating in IIEP’s outreach
events (in person and live streaming)
MTR 2.3 - Number of retrieved citations
in media, publications, and online
sources
MTR 2.3 - Monthly average of page
views of IIEP websites and platforms
MTR 2.4 - Cumulative number of
technical staff from development
partners that are trained by IIEP
16 10TH MEDIUM-TERM STRATEGYFinancing model Monitoring
and institutional & evaluation
sustainability
Monitoring and reporting specific to IIEP
Meeting demand IIEP’s commitment to achieving results is evidenced in its
’Results Framework’, a selected set of key performance
Following its 2014 restructuring, IIEP implemented a indicators (KPIs), on which IIEP reports to its Governing
growth strategy approved by its Governing Board in 2015. Board and to Member States. These KPIs are evenly
The Institute adjusted staff profiles and shifted the focus divided between the two Strategic Objectives and span
of programmes in light of the upcoming Education 2030 all eight MTRs. Some of them are also specific to the five
agenda. It also introduced improved financial reporting and thematic priorities which guide all IIEP activities.
new programme management tools.
In addition to quantitative KPIs, IIEP will seek qualitative
There remains a strong rationale for a sensible hiring assessments to report on its progress towards achieving
strategy, and a financing ratio in line with long-term the strategic goals and MTRs of this MTS. These will focus
sustainability, which continues to invest in new people and on higher-level results (outcomes) that indicate actual
skills. change.
Broadening the funding base Monitoring and reporting at UNESCO
and UN level
As a UN and non-profit institution, IIEP cannot be driven
only by volume growth. Technical cooperation projects at IIEP programmes and projects are mapped according to the
country level, which benefit from relatively well-established UNESCO 39 C/5 Education Programme’s two Main Lines
paths of funding and cost-recovery, should be balanced of Action and 10 Expected Results, which also closely align
by activities of a ‘public good’ nature, such as core training, with SDG 4 targets. This allows for consolidated reporting
research, and the development and dissemination of and structured financing dialogue at the UNESCO level;
innovative planning and management techniques. it also serves UNESCO-wide strategic alignment and
IIEP’s 10th MTS aims to broaden its group of core donors inter-agency complementarity within the Education 2030
in order to fund such activities. Improved grant management agenda.
and reporting, in line with UNESCO’s structured financing
dialogue, allow the Institute to offer donors a choice among a Using evaluation for learning
variety of funding modalities which match their own priorities
and constraints (geographic, thematic, or by modality). IIEP has a strong track record of external evaluations.
In recent years, three major evaluations – on research,
Managing the risks training, and technical cooperation – have led to in-depth
reforms. In compliance with UNESCO’s evaluation policy,
Because such ambitions are not without their risks, IIEP all projects with a budget above $1.5 million are also
has developed a new risk matrix, with two goals in mind: externally evaluated.
(1) to share with stakeholders and partners a measure of risk
acceptance of its portfolio, in view of the most challenging
contexts of intervention, and (2) to systematically identify
and mitigate the range of risks associated with its
operations.
Selected key performance indicators for IIEP’s financing
model and institutional sustainability
Proportion of staff engaging in 40 hours or more
of professional development
Share of IIEP resources that is core funding
10TH MEDIUM-TERM STRATEGY 17Selected key performance indicators
Results Framework
STRATEGIC OBJECTIVE 1 STRATEGIC OBJECTIVE 2
Member States plan effectively for education Applied knowledge on educational planning
sector development and evaluate system and management is made accessible to
performances policy-makers and stakeholders
MTR 1.1 rovide a flexible and responsive training
P MTR 2.1 Produce state-of-the art applied research
offer that meets the needs of Member
2.1.1 Completion rate of the IIEP publication plan
States
2.1.2 onthly average of IIEP publication
M
1.1.1 olume of IIEP’s training
V downloads
(person-days trained)
1.1.2 overage of SDG 4 dimensions
C MTR 2.2 evelop and adapt methodologies,
D
by IIEP training offer norms, and tools
2.2.1 Share of IIEP staff time spent on developing
MTR 1.2 trengthen educational planning
S
methodologies, norms, and tools
and management training providers
through institutional cooperation 2.2.2 umulative average of methodologies, norms,
C
and tools developed together with partners
1.2.1 Number of training providers
2.2.3 umber of methodologies, norms, and
N
supported by IIEP
tools for improved governance adapted
for national implementation
MTR 1.3 ffer context-specific policy, planning,
O
and management advice to Member States
MTR 2.3 upport communities of practice
S
1.3.1 hare of IIEP’s portfolio in least-developed
S
with resources and opportunities
countries
2.3.1 verage number of people participating
A
1.3.2 hare of IIEP’s portfolio in countries
S
in IIEP’s outreach events (in person
included in the Harmonized List of Fragile
and live streaming)
Situations
2.3.2 umber of retrieved citations in media,
N
1.3.3 umulative number of policy, technical,
C
publications, and online sources
or management documents that capitalize
on learning and household data 2.3.3 onthly average of page views of IIEP
M
websites and platforms
1.3.4 hare of technical cooperation projects
S
that are at least gender-sensitive on the
UN Gender Equality Marker (GEM) MTR 2.4 evelop constructive synergies
D
with partners and stakeholders
1.3.5 umulative number of technical
C
cooperation initiatives where IIEP facilitates 2.4.1 umulative number of technical staff from
C
dialogue with ministries of finance development partners that are trained by IIEP
MTR 1.4 nsure capacity development
E
programmes contribute to sustainable
national capacities ENABLING FACTORS
1.4.1 hare of technical cooperation projects
S IIEP’s financing model
designed and monitored according to the and institutional sustainability
ladder of change
3.1.1 Proportion of staff engaging in 40 hours
or more of professional development
3.1.2 Share of IIEP resources that is core funding
18 10TH MEDIUM-TERM STRATEGY10
th MTS Strategic Objectives
2021
and Medium-Term Results
Logic Map
2018
A SHARED VISION
To ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all
OUR MISSION
To strengthen the capacity of UNESCO Member States
to plan and manage their education systems
STRATEGIC OBJECTIVES
Member States plan Applied knowledge on
effectively for education educational planning
sector development and management is made
and evaluate system accessible to policy-makers
performances and stakeholders
MEDIUM-TERM RESULTS
Flexible and responsive
training offer 2 State-of-the-art
applied research
Support to training providers Adaptive methodologies,
via institutional cooperation norms, and tools
Context-specific policy, Communities of practice
planning, and management supported with resources
advice and opportunities
Capacity development
for sustainable capacities 1 Constructive synergies with
partners and stakeholdersWork together with us www.iiep.unesco.org
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