COUNTRY-LEVEL ADVOCACY
AND CAPACITY BUILDING ON SDG 4.7
CAMPE, Bangladesh
In Cooperation with: ASIA SOUTH PACIFIC ASSOCIATION FOR BASIC AND ADULT EDUCATION (ASPBAE)
The SDG 4.7 target states that “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”
SDG 4.7 is an all-encompassing goal that can make a difference in the lives of learners and the lives of society. On the other hand, governments find it challenging to put policies, curricula, teacher training, and monitoring in place. In December 2019, ASPBAE organised a regional workshop on SDG 4.7 in response to requests from ASPBAE member organisations, particularly national education coalitions, for more training and capacity support in understanding SDG 4.7 and equipping them with the tools they need to advance this SDG target in their countries, including Bangladesh.
In 2020-21, ASPBAE extend mentoring support to nine countries in their SDG 4.7 country-level advocacy work. The countries include AFE-Mongolia, ANEC in Afghanistan, CAMPE Bangladesh, CED Sri Lanka, E-Net Philippines, NCE-Nepal, and NEW Indonesia. Their planned activities involve capacity building/awareness-raising elements for coalition members, teachers, communities and local governments on SDG 4.7 as essential prerequisites to policy engagement and advocacy on SDG 4.7. ASPBAE will continue to mobilise the SDG 4.7 expertise available among ALE practitioners in its membership to support these efforts.
ASPBAE’s support is also aim at strengthening member organisations’ capacity building and advocacy efforts on SDG 4.7, particularly around Education for Sustainable Development (ESD), Global Citizenship Education (GCED), and gender equality, with a clear focus on developing a policy reform agenda that effectively mainstreams SDG 4.7 in government-run public education and lifelong learning systems – in basic, adult, formal, and non-formal education delivery systems.
CAMPE has enhanced networking with concerned stakeholders, policymakers, youth organizations, and academic institutions, including the university. It has strengthened engagement with the Development partners – particularly engagement with the UNESCO process in Dhaka and UIS GAML Process – 4.7.3, 4.7.4 & 4.7.5.
CAMPE wants to complete one round of capacity-building initiatives under this umbrella (ASPBAE) through below activities by end of 2021.
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Sl. No.
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Activity
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Remarks
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Strengthen understanding of Prioritised SDG4 Indicators, Metadata, and Methodology for SDG4 Localisation.
This includes basic education indicators and thematic issues like human rights, gender equality, cultural diversity, ESD, and GCED (global citizenship), climate change, education in emergency. Also, focus on the Sendai framework, Charlevoix declaration, the charter for change, CRPD, etc. to understand in international commitments on reducing climate change and disaster risk projects girls rights, and rights of the indigenous people and persons with disabilities, etc. and how to incorporate in our SDG4.7 advocacy.
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This initiative needs several experts from different sectors. Many of them are available at the country level and within the ASPBAE constituency. But in case of metadata related issues, expertise from UIS or its associate agencies will be useful. Many of the lessons of these capacity-building workshops will use in youth-led advocacy and community mobilization.
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Capacity building for the local government Institution representative
Build capacity of the local government's young representatives (age below 35, as per youth definition in Bangladesh) to understanding the GCED and its implication for ensuring quality education at the grassroots level. Also, how they can contribute to ensuring the right to education of the marginalized youths. Besides, promote TVET and entrepreneurship for school to work transition.
N=2 Capacity Building Sessions and follow-up interventions
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ICT for documentation of good practices and mobilize public opinion
This initiative integrates ICT in daily life, including social mobilization, education, and the workplace, focusing on disaster risk reduction and climate change vulnerabilities, and other exclusion issues. Through its member organization, CAMPE will identify a few youths from marginalized families with demonstrated abilities to use ICT and contribute to build the capacity of other young people in better use of ICT and improve the quality of life and learning end enhancements.
N= 1 Capacity Building Sessions and follow-up interventions
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This is a relatively new area and needs to explore the resources from different sources. Most of the resources are available at the country level.
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The capacity-building initiatives are often as face-to-face interactions, mainly targeted to the most marginalized communities. But considering the current COVID-19 pandemic situation, most of the sessions will be online. However, as soon as the situation improves, the modalities will change face-to-face. In that case, further adjustment will require consultation with ASPBAE. Representatives from CAMPEs member organizations, teachers associations, and youth organizations will join the sessions.
Project Completion Report
