GPE Strategic Plan 2016–2020 STRATEGIC PLAN 2016–2020 globalpartnership.org GPE 2020 Improving learning and equity through stronger education systems School children at Hidassie Primary School in Addis Ababa, Ethiopia. GPE/Midastouch Our Principles The Global Partnership for Education is committed to upholding the following principles ­ in all aspects of our work: Education as a public good, a human right and an enabler of  other rights. It is essential for peace, tolerance, human fulfillment, and sustainable development. Focusing our resources on securing learning, equity and inclusion for the most marginalized children and youth, including those affected by fragility and conflict. Achieving gender equality.  Enabling inclusive, evidence-based policy dialogue that engages  national governments, donors, civil society, teachers, philanthropy and the private sector. Providing support that promotes country ownership and nationally  identified priorities, and is linked to country performance in achieving improved equity and learning. Improving development effectiveness through harmonization and  aligning aid to country systems. Promoting mutual accountability and transparency across the  partnership. Acting on our belief that inclusive partnership is the most  effective means of achieving development results. GPE’s principles apply and uphold the Paris Declaration on Aid Effectiveness (2005), the Accra Agenda for Action (2008), and the Busan Partnership for Effective Development Cooperation (2011). GPE Strategic Plan 2016–2020 MESSAGE FROM THE CHIEF EXECUTIVE OFFICER GPE stands ready to respond The world has high expectations The financing we provide to countries is for the Global Partnership for based firmly on needs, and it rewards good Education, as it should. GPE performance. We have built into our grant 2020 charts an ambitious course management the flexibility to respond to crises, and commits us to significant while always staying focused on the most advances in learning outcomes vulnerable. We have set stronger quality stan- and equity over the next five dards for our operations and have adopted a years. more rigorous approach to risk management.  ALICE ALBRIGHT As a broad, global partnership In addition to equipping ourselves to invest Chief Executive Officer united behind a single mission, GPE’s resources well, we are determined to we now have the tools in place secure additional financing for education in to help developing country the poorest countries. governments provide quality education. GPE brings together the largest Standing ready to test ourselves against assembly of education talent dedicated solely our ambitions through our results framework, to helping the most vulnerable children learn. we have rolled up our sleeves, fine-tuned We are a collective endeavor that achieves pro- our operating model and sharpened gress beyond the capabilities of our individual risk management. members. GPE 2020 sets out in practical terms how we will lock together these capabilities We are prepared to respond with urgency to and resources to deliver. the pressing needs of all those who are still denied a good quality education.  We have done much to strengthen GPE over the recent years. We have a sharpened business model, new organizational structures and capacity, and a partnership-wide commitment to track our added value and our results. 4 GPE Strategic Plan 2016–2020 MESSAGE FROM THE CHAIR OF THE BOARD OF DIRECTORS A renewed global commitment to education In 2015, with the full support The Global Partnership for Education is of the United Nations, the determined to overcome these challenges. GPE world renewed its commitment is the only global development organization to fighting poverty and inequa- solely focused on education. We are dedicated lity. All of us promised to to strengthening national education systems create an era of sustainable in order to dramatically increase the number  development by achieving 17 of children who are in school and learning. global goals by 2030. Achieving such a transformation requires  local and global resources and the skills and JULIA GILLARD Goal 4 commits us to ensuring commitment of many, working together Chair of the Board equitable, quality education for toward a shared mission and holding each other of Directors all. In addition to this specific to account. and ambitious goal, the world recognized education as a key GPE 2020, our five-year strategic plan, details enabler of prosperity, peace and the broader that shared mission and the steps it will take to vision of sustainable development. get it done. It captures our vision, our practical approach and our dedication to partnership. Yet more than 120 million children of primary and lower secondary school age are out of I commend GPE 2020 to you. It reflects the school today, many living in areas blighted unified aspiration and commitment of our by violent conflict. Millions more receive unique partnership: more than 60 developing schooling of such poor quality that they fail to country governments and more than 20 donor learn. The resources made available for school nations, plus international organizations, and early childhood education, especially civil society, philanthropy, teachers and the for the poorest and most marginalized, are private sector. woefully inadequate. Hundreds of millions of children around the world today are counting on us. With your support, their dreams for a good quality education and a brighter future will come true. 5 GPE Strategic Plan 2016–2020 Introduction: Our Unique Way of Working The Global Partnership for Education addresses the most Results-based financing significant education challenges faced by developing coun- Implementation grants are contingent on independent tries through supporting governments to improve equity assessment of the education sector plan and the partner and learning by strengthening their education systems. country increasing (or maintaining already high) domestic GPE is a global fund and a partnership focused entirely on expenditure on education. We use results-based financing, education in developing countries. The partnership has with the release of 30 percent of each implementation a unique role: agreeing standards for education planning grant contingent upon countries achieving agreed-upon and policy-making and mobilizing development financing results in equity, learning and system efficiency. from public and private donors around the world to In fragile and crisis environments, GPE adapts its approach support and monitor the implementation of those plans. to allow more flexibility and a faster response in meeting urgent need. Our aim is to enable education services to be Support for education sector planning restored or started as quickly as possible, while laying the and analysis foundation for longer-term improvements in future, more stable times. GPE’s initial grants to developing country partners (DCPs) fund education sector planning processes. While GPE stays involved as plans are put into action and developing country governments take the lead in implementation grants are used. There is strong fiduciary planning and are accountable for delivery, GPE enables oversight through both our in-country grant agents and needs analysis, works to strengthen technical capacity, the Secretariat. Progress against the plan is assessed and brings in the talent and resources of others. As a periodically in a joint sector review, an inclusive process result, formal stakeholder collaborative forums, known involving all partners. as local education groups (LEGs), exist in most countries. GPE actively supports the participation of civil society, the A strong partnership based on private sector and teacher organizations in LEGs. We also enable planning processes to be informed by research and mutual accountability shared best practices, including creating opportunities Our partnership is rooted in mutual accountability. Every for DCPs to discuss and learn from each other’s experiences. partner must meet clear, specific goals and objectives, and we systematically measure the impact of our actions The existence of robust national education sector plans through a results framework. GPE is investing much more gives donors greater confidence and enables them to better than ever in data and data collection systems to monitor coordinate their efforts. progress and drive better decision-making. Assistance to countries with Our stepped-up commitment to monitoring and evaluation will enable us to keep testing and refining our approach greatest needs throughout the five years of this strategic plan. In allocating our major grants, which help fund the We have developed GPE’s unique way of working because implementation of education sector plans, GPE supports our theory of change is that lasting improvement in the poorest countries with the greatest education needs. equity and learning are delivered by strengthening whole This includes nations with high numbers of out-of-school education systems through partnership, with initiatives children and weak school completion rates. Around at individual country-level supported by global actions. half of GPE’s developing country partners are affected by fragility and/or conflict. 6 GPE Strategic Plan 2016–2020 GPE Strategic Plan 2016–2020 GPE 2020—Plan at a Glance VISION To ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. MISSION To mobilize global and national efforts to contribute to the achievement of equitable, quality education and learning for all, through inclusive partnership, a focus on effective and efficient education systems and increased financing. GOALS 1 2 Improved and more equitable Increased equity, gender learning outcomes equality and inclusion 3 Effective and efficient education systems OBJECTIVES COUNTRY LEVEL 1 2 3 Strengthen education Support mutual Ensure efficient and sector planning and accountability through effective delivery policy implementation inclusive policy dialogue of GPE support and monitoring GLOBAL LEVEL 4 5 Mobilize more and Build a stronger better financing partnership School girl at Shree Mahendrodaya School, Sindhupalchowk, Nepal. GPE/Aya Kibesaki GPE Strategic Plan 2016–2020 Our Vision and Mission GPE 2020 is a five-year strategic plan commencing January 1, 2016, and ending December 31, 2020. It aligns our vision and mission to the Global Goals for Sustainable Development. In doing so, we specifically recognize that education is pivotal to the achievement of all of the other Global Goals. WE THEREFORE ADOPT AS OUR VISION FOR GPE 2020 THE WORDS OF GLOBAL GOAL 4: “To ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Our mission responds to the international community’s call to GPE (in the Education 2030 Incheon Declaration and Framework for Action and the Addis Ababa Action Agenda of the Third International Conference on Financing for Development) to play a strengthened role in the achievement of Global Goal 4. TO REALIZE OUR VISION, GPE’S MISSION IS: “To mobilize global and national efforts to contribute to the achievement of equitable, quality education and learning for all, through inclusive partnership, a focus on effective and efficient education systems and increased financing.” The GPE Strategic Plan was endorsed by the Board of Directors at its meeting in December 2015. The Board paper and the Board’s decision are available at www.globalpartnership.org/content/2016-2020-strategic-plan and www.globalpartnership.org/content/board-decisions-december-2015 9 GPE Strategic Plan 2016–2020 Results: Our Core Indicators Our core indicators highlight the key results we want to achieve. They are part of a comprehensive set of indicators by which we will monitor GPE's progress over the next five years. The full GPE Results Framework is set out in the Annex. GOALS 1  Improved and more I  mproved learning outcomes at primary level equitable learning More children under 5 years developmentally on track in health,  outcomes learning and psychosocial wellbeing 2  Increased equity, Improved primary and lower secondary completion rates,  gender equality total and by gender and inclusion 3  Effective and efficient  ncreased public expenditure on education I education systems Improved ratios of pupils to trained teachers Improved data reporting OBJECTIVES COUNTRY LEVEL 1  Strengthen education Improved  education sector plans meeting quality standards, sector planning and policy including in countries affected by fragility and conflict implementation 2  Support mutual  Improved joint sector reviews meeting quality standards accountability through inclusive policy dialogue and monitoring 3  Ensure efficient and  GPE financing supports achievement of targets for equity, effective delivery of efficiency and learning GPE support GLOBAL LEVEL 4  Mobilize more and Increased  donor contributions to GPE better financing GPE grants align with national systems  5  Build a stronger  Strengthened clarity of partners' roles, responsibilities, partnership and accountabilities in country processes GPE Strategic Plan 2016–2020 GPE 2020 Strategic Goals We have chosen three clear and ambitious goals, which encapsulate what must be done to stop children and youth being left out or left behind because education systems are not working as they should. Over the coming five years, we will mobilize more funds as well as know-how from across the partnership in support of these goals. Goal 1 Improved and more equitable student learning outcomes through quality teaching and learning Indicators Improved learning outcomes at primary level More children under 5 years developmentally on track in health, learning and  psychosocial wellbeing An estimated 250 million primary school-age children Tracking changes in learning outcomes is challenging worldwide face “silent exclusion,” meaning they are but will be essential to drive both education results and either out of school or enrolled but learning little. GPE’s progress. As a first step, we will report annually This access and learning crisis in basic education has on trends in learning outcomes at the primary and implications for success at all levels of education. The pre-primary levels using available national and interna- problems can only be solved if national education tional data. Through the provision of technical support systems are well planned and high performing, with and investments, we will help governments improve more teachers, better teaching, increased access to their ability to assess learning and use that information to pre-primary education to better prepare children for improve quality. school, better learning materials and safe and supportive learning environments. GPE will improve learning outcomes by supporting a stronger focus on each of these elements in all education sector plans and through all implementation grants. 11 GPE Strategic Plan 2016–2020 Goal 2 Increased equity, gender equality and inclusion for all in a full cycle of quality education, targeting the poorest and most marginalized, including by gender, disability, ethnicity and conflict or fragility. Indicators Increased number of children in school supported by GPE  Improved primary and lower secondary completion rates, total and by gender  Increased pre-primary enrollment  Reduced out-of-school rates, total and by gender  Improved equity in lower secondary completion rates (gender, geography and wealth)  Millions of children and youth in developing countries Under GPE 2020, we will direct financial support to face multiple barriers to education, including gender, low-income and lower-middle-income countries—espe- poverty, disability and ethnicity. Among the most dis- cially those with high numbers of out-of-school children advantaged are girls in remote rural areas and children and significant gender disparities—including countries living in countries affected by fragility and conflict. affected by crisis and fragility. For example, in sub-Saharan Africa only three out of four girls ever start primary school, and fewer than one Such criteria will necessarily mean that financing contin- in 10 girls completes secondary school. ues to focus on basic education, defined as pre-primary, primary, lower secondary education and second-chance As stated in the Education 2030 Incheon Declaration and learning opportunities. Where equitable learning out- Framework for Action, GPE recognizes that: comes are well advanced at basic education levels, it may be appropriate for GPE to provide additional investments “. . . all people, irrespective of sex, age, race, colour, in early childhood care or upper secondary education. ethnicity, language, religion, political or other opinion, national or social origin, property or birth, as well as GPE will also explore opportunities to work with others persons with disabilities, migrants, indigenous peoples, outside the education sector. For example, we will and children and youth, especially those in vulnerable work with the health sector because we recognize that situations or other status, should have access to education, particularly of girls and women, promotes inclusive, equitable quality education and lifelong strong health outcomes and good health improves learning opportunities.” learning outcomes. 12 GPE Strategic Plan 2016–2020 Goal 3 Effective and efficient education systems delivering equitable, quality educational services for all. Indicators Increased public expenditure on education Equitable allocation of teachers Improved ratios of pupils to trained teachers Reduced student dropout and repetition rates Improved data reporting Improved learning assessment systems Too often, past attempts to improve education outcomes Everyone knows quality teaching is pivotal for children’s have been piecemeal, focusing on discrete problem areas learning. Consequently, skilled teachers who are properly such as number of teachers, quality of school materials trained and supported must be available to all children. or infrastructure. However, achieving lasting change at We will monitor whether the distribution of teachers is scale requires a focus on the education system as a whole, fairly done or skewed to higher wealth areas, and address including whether the funding for education is deployed any problem areas in that regard. efficiently and effectively to maximize the learning outcomes of all children. GPE will help partner countries to strengthen the evidence base for their sector plans and their monitoring of key Neither the efficiency nor effectiveness of any education systems indicators. system can be understood unless learning outcomes are measured. Doing this is far more challenging than simply Along with effectiveness and efficiency, adequate fund- counting the numbers of students attending school. ing is critical. GPE appreciates that developing countries, Consequently, GPE will provide technical support and through their own resources, are the biggest source of investments, including results-based financing, to help financing for education. GPE works with our partners to governments create robust assessment systems that will attain transparent reporting and government budgetary allow the monitoring of learning outcomes and support allocations to education that progressively reach the quality improvement. This information must be used internationally agreed-upon benchmark of 20 percent of not only to inform policymakers but also to enable total expenditure, with a significant proportion of this teachers to have the data needed to improve the quality (45 percent) for primary education. of learning in their classrooms. High dropout and repetition rates are indicators of a system that is inefficient and ineffective. GPE will also provide support to measure and address these problems. 13 GPE Strategic Plan 2016–2020 Strategic Objectives Our goals are big. To achieve them, we have set specific objectives at both the country and global levels. We will mobilize partners globally to support developing country governments in order to maximize impact locally. In partnership, globally and at the country level, we will drive our shared ambition to build stronger education systems. COUNTRY-LEVEL OBJECTIVES Under GPE 2020, we intend to strengthen our unique efficiency of the whole education system and data. Our ability to lock together improved planning, policy planning work will underpin our financing approach development, monitoring and financing. We have thereby driving equity, learning and efficiency. We will adopted new quality standards and will adhere to them also support the inclusion of civil society and teachers’ in our planning work, implementation monitoring organizations in the vital work of planning, policy and data capture. Quality standards will apply to all dialogue and monitoring. this work; however, for countries affected by fragility and conflict, GPE will tailor an approach appropriate We will keep grant implementation on track and to the context. transparently show the impact. In planning, we will drive new approaches on teaching Over the coming five years, GPE partners will hold each and learning, inclusion of marginalized groups, the other accountable for delivering on each of these elements. 14 GPE Strategic Plan 2016–2020 Objective 1 Strengthen education sector planning and policy implementation Indicators Improved education sector plans meeting quality standards, including in countries affected  by fragility and conflict Education sector plans contain strategies on teaching and learning, marginalized groups  and efficiency National data collection strategies meet quality standards  Objective 2 Support mutual accountability through effective and inclusive sector policy dialogue and monitoring Indicators Improved joint sector reviews meet quality standards  Local education groups include teacher and civil society representation  Objective 3 GPE financing efficiently and effectively supports the implementation of sector plans focused on improved equity, efficiency and learning Indicators Financing supports achievement of targets for equity, efficiency and learning  Financing supports improved information management and learning assessment systems  Textbooks purchased, teachers trained and classrooms built or rehabilitated, as planned  Grant implementation on track  15 GPE Strategic Plan 2016–2020 GLOBAL-LEVEL OBJECTIVES GPE 2020 harnesses the partnership’s strength at the We will continue to strengthen our operating processes global level in order to accelerate progress at the country and organizational efficiency and effectiveness by level. We will use our convening power and advocacy creating stronger systems for quality assurance, risk to raise the global commitment to education, including management, country support and fiduciary oversight. by mobilizing international and domestic resources to We will also continue to improve the capacity of the meet the needs of the poorest and most marginalized. Secretariat to serve the partnership. Current estimates are that even with increased domestic GPE 2020 requires clarity about roles, responsibilities expenditure on education, US$39 billion more and accountabilities. Therefore, we will promote and each year is required in external financing to achieve coordinate consistent country-level roles, responsibilities education for all. GPE recognizes that both fresh and accountabilities among governments, development thinking and extensive efforts are required to bridge partners, grant agents, civil society, teachers’ organizations such an enormous annual resources gap. We will and the private sector, through strong coordination work to attract additional donors to education as well mechanisms and a strengthened operational model. as seeking increased financing from traditional donors. GPE is determined to unlock further investments We will harness the power of global and cross-national into education through innovative ways of mobilizing knowledge exchange and pursue a monitoring and funding, including new financial instruments. evaluation strategy that is a tool for mutual accountability and learning in the work of the partnership. In addition, we will advocate for improved alignment and harmonization of funding from GPE and its international partners around nationally owned education sector plans and country systems. 16 GPE Strategic Plan 2016–2020 Objective 4 Mobilize more and better financing Indicators Increased donor contributions to GPE  Increased number of donors, including from non-traditional sources  GPE financing aligns to national systems and uses pooled funding mechanisms  Policy dialogue to increase domestic financing  Objective 5 Build a stronger partnership Indicators Strengthened clarity of partners’ roles, responsibilities and accountabilities in  country processes Knowledge and good practice exchange to improve education policy  Expanded advocacy with partners to strengthen global commitment to education  Improved country support and grant oversight from the Secretariat  Results reports, evaluations and reviews published  17 GPE Strategic Plan 2016–2020 Measuring our Impact At every level in education, from local schools to differences in progress for girls and boys and to help national governments to global discussions, there is address other inequalities. an increasingly sharp recognition that the paucity of data, especially on learning outcomes, is holding Tracking progress in fragile and conflict-affected back progress. Without better information and analysis, environments is also a specific challenge and priority. our world will not achieve quality education for all. Our strategic goals and objectives are hard-wired to GPE understands this challenge and that we have a key our results framework, which we set out in full in the responsibility in addressing it. Consequently, GPE 2020 Annex. The framework is the primary tool for measuring is all about data and results. progress and holding all members of the partnership to account. It is also the vehicle for testing the We are determined to break new ground in data effectiveness of our operating model and the validity collection, analysis and usage. Under GPE 2020, we will of our theory of change. We will incorporate the new make the move from measuring access to understanding sustainable development goal indicators into our results better what is happening with learning. framework as they are developed and adopted by the United Nations. We will use our funding to leverage sizeable improvements in country-level data, including on GPE is committed to transparency and we will therefore learning outcomes. report our results annually. We will monitor and study our impact through other periodic assessments Using available sources of information, we will provide and evaluations. analysis in some important areas (such as tracking domestic financing) in a way that is much closer to real Achieving quality education for all is our passion. We time. This is a major step forward in a world in which are determined to see change for hundreds of millions two- to three-year delays in data availability are common. of children around the world. GPE is prepared to hold itself to account and welcomes being held to account GPE 2020 is focused on equity, so all our indicator by others. data will be disaggregated to enable the monitoring of GPE 2020 is our strategic plan, but it is also our open invitation to you to work with us in the cause of ensuring quality education for all. 18 School boy in Vietnam. GPE/Koli Banik GPE Strategic Plan 2016–2020 Annex GPE Results Framework: Baselines and Targets IMPACT IMPACT STRATEGIC GOAL 1: Improved and more equitable learning outcomes Results Indicators Baseline Target 2020 Improved and more equitable 1.  Proportion of developing country Overall:1 54% 65% student learning outcomes through partners (DCPs) showing improvement FCAC: 2 33% 50% quality teaching and learning on learning outcomes (basic education) Baseline timeframe = CY2000-2013 N = 14 DCPs with international assessment data available 2.  Percentage of children under five (5) Overall: 66% 74% years of age who are developmentally FCAC: 62% — on track in terms of health, learning, and psychosocial well-being3 Female: 68% 75% Baseline timeframe = CY2011-2014 N = 22 DCPs 1 Throughout this table, the “Overall” fields display data for all DCPs for which data are available. 2 Fragile and conflict-affected countries. 3 “Children under five years of age” refers to children between 36 and 59 months of age. 20 GPE Strategic Plan 2016–2020 IMPACT IMPACT STRATEGIC GOAL 2: Increased equity, gender equality, and inclusion Results Indicators Baseline Target 2020 Increased equity, gender equality 3.  umulative number of equivalent children Overall: C 7.2 million 22.3 million (2018)4 and inclusion for all in a full cycle supported for a year of basic education FCAC: 5.6 million 11.4 million (2018)4 of quality education, targeting the (primary and lower secondary) by GPE Female: 3.4 million 10.7 million (2018)4 poorest and most marginalized, Baseline timeframe = CY2015 including by gender, disability, N = 49 DCPs ethnicity and conflict or fragility 4.  Proportion of children who complete: (a) Primary education: (a) primary education; (b) lower Overall: 72.5% 78.3% secondary education FCAC: 68.1% 74.6% Female: 70.1% 75.9% (b) Lower secondary education: Overall: 47.9% 52.1% FCAC: 41.1% 45.4% Female: 45.7% 51.8% Baseline timeframe = 2013 N = 61 DCPs 5. Proportion of GPE DCPs within set (a) Primary education: thresholds for gender parity index of Overall: 62% 69% completion rates for: (a) primary FCAC: 54% 61% education; (b) lower secondary education (b) Lower secondary education: Overall: 49% 66% FCAC: 36% 54% Baseline timeframe = 2013 N = 61 DCPs 6. Pre-primary gross enrollment ratio Overall: 28.2% 32.2% FCAC: 22.6% 26.0% Female: 27.5% 31.6% Baseline timeframe = 2013 N = 61 DCPs 7.  7. Out-of-school rate for: (a) children of (a) Children of primary school age: primary school age; (b) children of lower Overall: 20.3% 17.0% secondary school age FCAC: 25.8% 21.7% Female: 22.7% 18.6% (b) Children of lower secondary school age: Overall: 33.4% 29.9% FCAC: 38.4% 32.4% Female: 35.3% 30.2% Baseline timeframe = 2013 N = 61 DCPs 8.  Gender parity index of out-of-school (a) Primary education: rate for: (a) primary education; (b) lower Overall: 1.27 1.22 secondary education FCAC: 1.34 1.29 (b) Lower secondary education: Overall: 1.12 1.04 FCAC: 1.19 1.10 Baseline timeframe = 2013 N = 61 DCPs 9.  Equity index Overall: 22% 32% FCAC: 13% 23% Baseline timeframe = CY2010-2014 N = 59 DCPs 4 Target for indicator 3 is set for 2018 as the target for 2020 will depend on the next GPE replenishment. 21 GPE Strategic Plan 2016–2020 IMPACT OUTCOME STRATEGIC GOAL 3: Effective and efficient education systems Results Indicators Baseline Target 2020 Effective and efficient education 10.  Proportion of DCPs that have Overall: 72% 90% systems delivering equitable, (a) increased their public expenditure (a: 26%; b: 47%) quality educational services for all on education; or (b) maintained sector FCAC: 71% 86% spending at 20% or above (a: 29%; b: 43%) Baseline timeframe = CY2015 N = 47 DCPs 11.  Equitable allocation of teachers, as Overall: 29% 48% measured by the relationship (R2) between FCAC: 18% n/a the number of teachers and the number Baseline timeframe = CY2010-2014 of pupils per school in each DCP N = 21 DCPs 12. Proportion of DCPs with pupil/trained Overall: 25% 35% teacher ratio below threshold (<40) at FCAC: 13% 21% the primary level Baseline timeframe = 2013 N = 55 DCPs 13. Repetition and drop out impact on Overall: 26% 42% efficiency, as measured by the internal FCAC: 17% 25% efficiency coefficient at the primary level Baseline timeframe = CY2010-2014 in each DCP N = 19 DCPs 14.  Proportion of DCPs reporting at least Overall: 30% 66% 10 of 12 key international education FCAC: 32% 54% indicators to UIS (including key outcomes, service delivery and financing Baseline timeframe = 2012-2013 indicators as identified by GPE) N = 61 DCPs 15. Proportion of DCPs with a learning Overall: 32% 47% assessment system within the basic FCAC: 21% 36% education cycle that meets Baseline timeframe = CY2011-2015 quality standards N = 60 DCPs 22 GPE Strategic Plan 2016–2020 COUNTRY-LEVEL OBJECTIVES STRATEGIC OBJECTIVE 1: Strengthen education sector planning and policy implementation Results Indicators Baseline Target 2020 (a)  Support evidence-based, 16.a Proportion of endorsed (a) education Overall: 58% of ESPs/TEPs met at least 100% nationally owned sector plans sector plans (ESP) or (b) transitional the minimum number of quality standards focused on equity, efficiency education plans (TEP) meeting quality and learning standards ESPs: 56% of ESPs met at least 5 quality 100% standards out of 7 TEPs: 67% of TEPs met at least 3 quality 100% standards out of 5 Baseline = CY2014-2015 N = 19 sector plans (16 ESPs and 3 TEPs) 16.b Proportion of ESPs/TEPs that have Overall: 58% of ESPs/TEPs met at least 4 100% a teaching and learning strategy out of 5 quality standards meeting quality standards ESPs: 50% of ESPs met at least 4 out 100% of 5 quality standards TEPs: 100% of TEPs met at least 4 out 100% of 5 quality standards Baseline = CY2014-2015 N = 19 sector plans (16 ESPs and 3 TEPs) 16.c Proportion of ESPs/TEPs with a Overall: 68% of ESPs/TEPs met at least 4 100% strategy to respond to marginalized out of 5 quality standards groups that meets quality standards ESPs: 63% of ESPs met at least 4 out 100% (including gender, disability, and of 5 quality standards other context-relevant dimensions) TEPs: 100% of TEPs met at least 4 out 100% of 5 quality standards Baseline = CY2014-2015 N = 19 sector plans (16 ESPs and 3 TEPs) 16.d Proportion of ESPs/TEPs with a Overall: 53% of ESPs/TEPs met at least 4 100% strategy to improve efficiency that out of 5 quality standards meets quality standards ESPs: 50% of ESPs met at least 4 out of 100% 5 quality standards TEPs: 67% of TEPs met at least 4 out of 100% 5 quality standards Baseline = CY2014-2015 N = 19 sector plans (16 ESPs and 3 TEPs) (b)  Enhance sector plan imple- 17. Proportion of DCPs or States with n/a 100% mentation through knowledge a data strategy that meets quality and good practice exchange, standards capacity development and improved monitoring and Baseline timeframe = FY2015 evaluation, particularly in the N = 1 ESPIG application identified with data gaps to inform key indicators. areas of teaching and learning and equity and inclusion 23 GPE Strategic Plan 2016–2020 COUNTRY-LEVEL OBJECTIVES STRATEGIC OBJECTIVE 2: Support mutual accountability through effective and inclusive sector policy dialogue and monitoring Results Indicators Baseline Target 2020 (a)  Promote inclusive and evidence- 18. Proportion of joint sector reviews Overall: 29% of JSRs met at least 3 90% based sector policy dialogue and (JSRs) meeting quality standards quality standards out a total of 5 sector monitoring, through government-led local education FCAC: 25% of JSRs met at least 90% groups and the joint sector review 3 quality standards out of a total of 5 process, with participation from Baseline timeframe = CY15 civil society, teacher organizations, N = 35 JSRs the private sector and all development partners (b)  Strengthen the capacity of civil 19. Proportion of LEGs with (a) civil society Overall: 44% 59% society and teacher organizations and (b) teacher representation (a: 77%; b: 48%) to engage in evidence-based FCAC: 55% 70% policy dialogue and sector monitoring (a: 77%; b: 58%) on equity and learning, leveraging social accountability to enhance the Baseline timeframe = FY16 delivery of results N = 61 LEGs 24 GPE Strategic Plan 2016–2020 COUNTRY-LEVEL OBJECTIVES STRATEGIC OBJECTIVE 3: GPE financing efficiently and effectively supports the implementation of sector plans focused on improved equity, efficiency and learning Results Indicators Baseline Target 2020 (a)  GPE financing is used to improve 20. Proportion of grants supporting EMIS/ Overall: 34% 60% national monitoring of outcomes, learning assessment systems FCAC: 33% 51% including learning Baseline timeframe = FY15 N = 53 active ESPIGs at the end of FY (b)  GPE financing is used to improve 21. Proportion of textbooks purchased Overall: 79% 90% teaching and learning in national and distributed through GPE grants, FCAC: 86% 90% education systems out of the total planned by GPE grants Baseline timeframe = FY16 N = 33 active ESPIGs with data available 22. Proportion of teachers trained through Overall: 76% 90% GPE grants, out of the total planned FCAC: 66% 80% by GPE grants Baseline timeframe = FY16 N = 33 active ESPIGs with data available (c)  GPE financing is used to improve 23. Proportion of classrooms built or Overall: 67% 80% equity and access in national rehabilitated through GPE grants, out FCAC: 50% 70% education systems of the total planned by GPE grants Baseline timeframe = FY16 N = 33 active ESPIGs with data available (d)  The GPE funding model is 24. Proportion of GPE program grant Overall: (a) n/a5 (a) 95% (b) n/a6 implemented effectively, leading applications approved from 2015 (b) 90% to the achievement of country- onward: (a) identifying targets in selected targets for equity, funding model performance FCAC: (a) n/a (a) 90% efficiency and learning indicators on equity, efficiency and (b) n/a (b) 90% learning; (b) achieving targets in funding model performance Baseline timeframe = FY15 indicators on equity, efficiency N = (a) 3 ESPIG applications; (b) 0 active ESPIGs and learning with such performance indicators due for assessment in FY15 (e)  GPE financing is assessed based 25. Proportion of GPE program Overall: 78% 85% on whether implementation is grants assessed as on-track with FCAC: 77% 83% on track implementation Baseline timeframe = FY16 N = 54 active ESPIGs at the end of FY 5 This indicator is cumulative and with only 3 applications in 2015, it cannot be assimilated to a baseline (3 out of 3 applications approved, including 2 from FCAC). 6 Performance data are not available for FY15, as there are no ESPIG applications that identified equity, efficiency, and learning indicators that are up for assessment of target attainment in FY15. 25 GPE Strategic Plan 2016–2020 GLOBAL-LEVEL OBJECTIVES STRATEGIC OBJECTIVE 4: Mobilize more and better financing Results Indicators Baseline Target 2020 (a)  Encourage increased, sustainable 26. Funding to GPE from non-traditional 5.0 million USD 11.3 million and better coordinated international donors (private sector and those who USD (2018)7 Baseline timeframe = FY15 financing for education by diversifying are first-time donors to GPE) and increasing GPE’s international 27. Percentage of donors pledges 100% of pledges fulfilled 100% donor base and sources of financing fulfilled Baseline timeframe = FY15 28. Proportion of GPE donors that have (a) 48% 56% increased their funding for education; (a: 38%; b: 10%) or (b) maintained their funding Baseline timeframe = CY2010 - 2014 N = 21 donors (b)  Advocate for improved alignment and 29. Proportion of GPE grants aligned Overall: 34% of ESPIGs meet 51% harmonization of funding from GPE to national systems at least 7 elements of alignment out of a total and its international partners around of 10 nationally owned education sector plans and country systems FCAC: 27% of ESPIGs meet 38% at least 7 elements of alignment out of a total of 10 Baseline timeframe = FY15 N = 68 active ESPIGs at any point during FY 30. Proportion of GPE grants using: Overall: 31% of ESPIGs 46% (a) co-financed project or (b) sector are co-financed or sector pooled pooled funding mechanisms (a: 18%; b: 13%) FCAC: 30% of ESPIGs 42% are co-financed or sector pooled (a: 19%; b: 11%) Baseline timeframe = FY15 N = 68 active ESPIGs at any point during FY (c)  Support increased, efficient, and 31. Proportion of country missions Overall: 47% 65% equitable domestic financing for addressing domestic financing issues education through cross-national FCAC: 62% 65% advocacy, mutual accountability, and support for transparent monitoring Baseline timeframe = FY15 and reporting N = 57 missions 7 Target for indicator 26 is set for 2018 as the target for 2020 will depend on the next replenishment. 26 GPE Strategic Plan 2016–2020 GLOBAL-LEVEL OBJECTIVES IMPACT STRATEGIC OBJECTIVE 5: Build a stronger partnership Results Indicators Baseline Target 2020 (a)  Promote and coordinate 32. Proportion of (a) DCPs and (b) other All respondents consistent country-level roles, partners reporting strengthened clarity DCPs: n/a8 80% responsibilities, and accounta- of roles, responsibilities, and account- bilities among governments, abilities in GPE country processes Other partners: n/a8 80% development partners, grant Respondents in FCAC agents, civil society, teacher organizations, and the private DCPs: n/a8 80% sector through local education groups and a strengthened Other partners: n/a8 80% operational model Baseline timeframe = FY16 N = 70 respondents in 28 DCPs (b)  Use global and cross-national 33. Number of policy, technical and/or other 4 64 knowledge and good practice knowledge products developed and Baseline timeframe = FY15 exchange effectively to bring disseminated with funding or support about improved education from GPE policies and systems, especially in the areas of equity and learning (c)  Expand the partnership’s 34. Number of advocacy events undertaken 11 65 convening and advocacy role, with partners and other external Baseline timeframe = FY16 working with partners to stakeholders to support the achievement strengthen global commitment of GPE’s strategic goals and objectives and financing for education (d)  Improve GPE’s organizational 35. Proportion of significant issues In process 100% efficiency and effectiveness, identified through audit reviews Baseline timeframe = FY16 creating stronger systems satisfactorily addressed for quality assurance, risk 36. Proportion of GPE Secretariat staff time 28% 50% management, country support spent on country-facing functions and fiduciary oversight Baseline timeframe = FY15 N = 2,254.74 total work weeks (e)  Invest in monitoring and 37. Proportion of results reports and n/a 100% evaluation to establish evidence evaluation reports published against Baseline timeframe = FY15 of GPE results, strengthen set targets N = 1 results report and 0 evaluation mutual accountability and reports improve the work of the partnership 8 As the data for this indicator were first generated in 2016 and the value requires two years of data, the first value will be available in 2017. 27 GPE Strategic Plan 2016–2020 Office Location: 1850 K Street N.W. Suite 625 Washington D.C., 20006 USA Mailing Address: Global Partnership for Education MSN IS6-600 1818 H Street NW Washington D.C., 20433 USA www.globalpartnership.org facebook.com/globalpartnership twitter.com/gpforeducation 28 November 2016