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Report

SDG4-E2030 IMPLEMENTATION ROADMAP FOR LATIN AMERICA AND THE CARIBBEAN Second Technical Follow-up Meeting to the Regional Meeting of Ministers of Education of Latin America and the Caribbean Santiago, Chile, February 15 - 16, 2018

Published in 2018 by the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago).

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To cite the document:

UNESCO-OREALC. (2018). Report: SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean. Second Technical

Follow-up Meeting to the Regional Meeting of Ministers of Education of Latin America and the Caribbean, Santiago, Chile, February 15-16,

2018. Published by the UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago).

http://creativecommons.org/licenses/by-sa/3.0/igo/

http://www.unesco.org/open-access/terms-use-ccbysa-sp

Report SDG 4 – E2030 Implementation Roadmap for Latin America and the Caribbean

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This report provides a summary of the discussions that took

place at the Second Technical Follow-up Meeting to the

Regional Meeting of Ministers of Education of Latin America

and the Caribbean in Santiago, Chile on February 15-16,

2018.

Table of Contents

Introduction………………..……..………………………………………………………………………………………………………………………5 Summary of discussions…………………………………………………………………………………………………………………….……...7

I. Inaugural session ……………………………………………………………………………………………………………..……….7 II. Session 1: SDG4-E2030 implementation roadmap for LAC……..……………………………………….………...7 III. Session 2: Review of the terms of reference….…………………………………………………………………………..9 IV. Session 3: Policies and strategies……………..………………………………………………………………………………11 V. Session 4: Thematic study and conceptual framework………………………………………………….………….13 VI. Session 5: Preparation for the Regional Meeting of Ministers of Education………………………..……14 VII. Session 6: Education financing and governance in LAC…………………………………………………………….15 VIII. Session 7: Review, monitoring and reporting …………………………………………….…………………………….16 IX. Session 8: Workshop: advocacy and communication …………………………..………………………………….18 X. Session 9: Preparing LAC for the E2030 Global Steering Committee Meeting………………………..…19

Appendix 1. Meeting concept note.………………………………………………………………………………………….………………21 Appendix 2. List of participants………………………………………………………………………………………………………...........28 Appendix 3. Key Messages from LAC for the Global Steering Committee Meeting.....................................31


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Introduction

Background

The UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) organized the Second Technical Follow-up Meeting to the Regional Meeting of Ministers of Education in Buenos Aires, which was held on February 15 - 16, 2018 in Santiago, Chile. The purpose of the event was to review progress made towards the commitments adopted at the Buenos Aires meeting and prepare for the upcoming Regional Meeting of Ministers of Education to be held in July 2018 in Sucre, Bolivia. Considerable progress has been made towards the education agenda in the LAC region since the first Technical Follow-up Meeting of the Ministerial Regional Meeting, held in April 2017 in Santiago, Chile. A preliminary version of the SDG - Education 2030 (E2030) Agenda implementation roadmap for the region has been prepared and will be officially approved at the next regional meeting of ministers of education in Sucre. The regional roadmap includes actions and activities such as the creation of the SDG-E2030 Regional Steering Committee for LAC. This committee will be tasked with ensuring coherence, coordination and solid collective regional work so that countries and education partners in LAC can make progress towards the E2030 targets together. It recommends that the Regional Steering Committee meet biannually prior to the Global Steering Committee meetings, so that progress in the region can be appropriately communicated around the advances, perspectives and challenges of the SDG4 - E2030 on a global level. As such, the goal of this meeting was to prepare for the SDG-E2030 Global Steering Committee meeting, which will be held on February 28-March 2, 2018, in Paris, and further analyze the operations and work methods of the Regional Steering Committee and kick off roadmap activities.

Meeting objectives and expected results

The objectives of the meeting were:

Update the draft roadmap for implementation of the SDG - E2030 Agenda for Latin America

and the Caribbean, revising the calendar in each of the main areas (policies and strategies,

monitoring and reporting, advocacy and communication, and financing and governance).

Define the set of procedures and mechanisms that determine the composition, functions,

operations and decision-making process of the Regional Steering Committee, Working Groups

and Advisory Group.

Propose a joint work plan to prepare the Regional Meeting of Ministers of Education.


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Draft a regional perspective on the general issues for the next Global Steering Committee

meeting.

Participants Current representatives of the Latin American and Caribbean countries of the Global Steering Committee for SDG4-E2030, namely, Argentina, Brazil and Bolivia as well as Granada, which was selected by GRULAC in Paris to represent the Caribbean. Participants also included representatives of civil society and teacher organizations (CLADE), regional organizations (OAS, OEI, CECC-SIC, CARICOM) and experts from UNICEF and UNESCO.

Methodology

The meeting was held in Santiago on February 15-16, 2018. It included presentations, group discussions and a series of plenary sessions on the implementation of SDG4-E2030 in Latin America and the Caribbean. Participants contributed to thematic discussions facilitated by a moderator. In each of the sessions, UNESCO specialists and guest speakers presented the issues to kick off an open, interactive discussion. All of the sessions included visual aids, which were primarily used to organize and clearly present the main ideas. The two days of work were divided into nine sessions plus an inaugural session, which mainly followed the thematic division of the document and the working groups set out in the roadmap. The first day featured an overview of the progress made on the roadmap, political strategies for its implementation and the study of the situation of priority areas of education for the region. Specifically, attendees reviewed the regional actions developed in the context of the E2030 agenda, agreed to the terms of reference of the Regional Steering Committee and the methods of the working groups and Regional Advisory Committee, and reported on the preparation for the regional meeting to be held in Sucre, Bolivia. They also worked on the thematic study and conceptual framework as well as E2030 agenda policies and strategies. The second day focused partly on the remaining thematic areas defined in the preliminary roadmap document. The participants went on to define a regional perspective on the core issues for the next Global Steering Committee discussion. Specifically, they addressed issues regarding: (i) financing and governance; (ii) reviewing, monitoring and reporting and, (iii) communication and advocacy. This last topic was explored in workshop format in groups. The second technical follow-up meeting to the Regional Ministerial Meeting in Buenos Aires closed with a preparatory session for LAC for the Global Steering Committee meeting.

Follow-up actions

The technical group agreed that OREALC/UNESCO Santiago will update the draft roadmap, which will reflect the agreements reached during the meeting. It was also decided that the proposed roadmap would be presented to the countries in the region at various regional and sub-regional events to gather more feedback, and it will be validated for the last time at the Meeting of Ministers scheduled for July 2018 in Sucre, Bolivia.


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Summary of the discussions

I. Inaugural session

This session commenced with opening words from OREALC/UNESCO Santiago Interim Director Cecilia Barbieri. She thanked those in attendance and noted how important it is that CECC-SICA and CARICOM accepted the invitation to participate. She also highlighted the importance of the joint contribution from the technical group and presented the meeting objectives and methodology as well as the main topics to be addressed over the course of the following two days and some of the expected results.

II. Session 1: SDG-E2030 Agenda implementation roadmap for LAC

Presentation of actions and activities implemented in association with the SDG-E2030 roadmap

Cecilia Barbieri began the session by underscoring the importance of the roadmap as the operationalization of actions in the context of the Buenos Aires Declaration. She noted the joint effort that resulted in the draft roadmap and the establishment of priority areas through high-level technical meetings on issues such as gender, teachers, equity and inclusion. Barbieri also identified two fundamental topics on which OREALC/UNESCO Santiago has worked together with UNESCO centers and institutes and made significant progress, namely: (i) review, monitoring and reporting, and (ii) policies and strategies. She stated that the Regional Steering Committee has four working groups aligned with the Global Steering Committee working groups and she listed some of the joint initiatives such as the roadmap, which was developed through a collective process among representatives of Latin American and Caribbean countries and education partners; the presentation on progress made in the region after 2015 (high-level technical meetings, Buenos Aires Declaration and roadmap) at the sub-regional, regional and global levels; the high-level technical meetings (such as the Regional Educational Policy Forum with IIPE-UNESCO Buenos Aires); and the Second Technical Follow-up Meeting to the Regional Ministerial Meeting in Buenos Aires. More specifically, for review, monitoring and reporting, a consultation workshop was held with Central American countries on the educational goals and indicators of SDG4-Education 2030 and the Central American Education Policy 2013-2030, together with UNESCO San José and CECC-SICA, as well as a workshop with Caribbean countries on the implications of SDG4 in the planning, monitoring and evaluation of education, together with UNESCO Kingston and the support of the Caribbean Development Bank; the monitoring of the regional indicators framework proposal for monitoring the SDGs presented at the Statistical Conference of the Americas by the Statistical Coordination Group for the 2030 Agenda; regional participation in the third (June 2017) and fourth (January 2018) meetings


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of the technical cooperation group for the SDG4-Education 2030 indicators coordinated by the UIS; the collaboration between UIS and OEI (IESME) in the process of redefining the monitoring framework for the 2021 Goals; and the international launch of the Global Education Monitoring Report 2017/18 in Brasilia. Regarding the second aspect, policies and strategies, she noted the ongoing study of the four thematic issues adopted previously by the technical group (rethinking the quality of education, inclusion and equity, teachers and education workers, and lifelong learning) and the goal of developing a frame of reference of what is currently being done in the region. Barbieri stated that the preparation work for the study consisted of mapping actions in countries, organizations and other education partners in the region in the four thematic areas. The study will guide the discussions at the next regional meeting of ministers. In regard to teachers and education workers, she referred to two regional publications and reports. The first was “Initial Teacher Education in Citizenship in Latin America” and the second was “21st Century Skills and Pedagogies for Inclusion in Initial Teacher Education in Latin America.” Regarding lifelong learning, she made reference to the Regional Meeting of the Global Network of Learning Cities in Córdoba, Argentina, to create a network for the countries in the region and a national meeting in Bolivia that resulted in the La Paz Declaration on this topic. In equity and inclusion, she referred to the RIINEE and Regional Forum on Education Policies, Equity and Inclusion held in October 2017 in Buenos Aires. Finally, regarding the quality of education, she spoke of the two LLECE National Coordinator Meetings (Costa Rica, March 2017 and Colombia, August 2017) to monitor the agreements of the Laboratory’s plan of action in the context of E2030; the Regional Meeting for Latin America and the Caribbean of the Global Citizenship Education Network, October 2017; the development of the Fourth Regional Comparative and Explanatory Study, ERCE-2019; the preparation workshop for ERCE-2019 organized in collaboration with the Chilean Education Quality Assurance Agency in the context of the LLECE capacity-building program; and the regional launch of the International Civic and Citizenship Education Study (ICCS 2016) which included the participation of Chile, Colombia, Mexico, Peru and the Dominican Republic. Analysis and discussion of roadmap progress The participants outlined the actions that had been developed over the preceding months in the context of SDG4 and the roadmap.

Summary of the discussion: The plenary session focused on actions developed by various organizations in relation to the roadmap and the agreements of the First Technical Follow-up Meeting of the Regional Meeting of Ministers of Education in LAC. The most common actions or initiatives focused on the development of assessments, action mapping, the development of indicators and action plans in the context of the E2030 Agenda implementation. The Regional Observatory of Inclusive Education, which is an initiative involving diverse United Nations agencies, the Latin American Campaign for the Right to Education


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(CLADE) and OEI that was launched in 2015 with the aim of supporting the Right to Education; the Inter-American Education Commission, Action Plan for the Inter-American Education Agenda, Cooperation Fund for Development, Iberoamerican Education Observatory, a regional programme for the development of teacher professionalization in LAC, and a global campaign against the privatization of education are just some of the initiatives and actions that were mentioned. Along this same line, it was pointed out the need to expand collaborative work for the alignment of national agendas with the SDGs and specifically the E2030 Agenda. The Central American Education Policy was highlighted as a major step forward, along with the development of teaching materials for people with disabilities. Issues of concern include privatization of education, the conceptualization of the quality of education, and the treatment of issues such as equity, teacher training, gender and school violence, and the situation of children outside the classroom. It was encouraged to reinforce the active role of each country as well as reporting to and maintaining dialogue with the public and coordinating and sharing events more effectively, publications and other actions developed by stakeholders. Finally, it was suggested that there is a need for greater coordination between international agencies. Proposed roadmap strategies and actions:

- Analyze the possibility of creating an education observatory to monitor progress of the agenda

in LAC.

- Specify the need to focus on education as a crosscutting topic for fulfillment of the SDGs.

- Creating a virtual space for interaction, cooperation and coordination in which members of the

Regional Steering Committee can learn about the actions of other stakeholders.

III. Session 2: Review of the Terms of Reference: Regional Steering Committee,

Working Groups and Regional Advisory Group.

The technical group proceeded to review and discuss in detail the open points of the terms of reference of the Regional Steering Committee, the Working Groups and the Regional Advisory Committee in order to reach agreements regarding their composition and operation. Presentation of the Terms of Reference of the Regional Steering Committee, Working Groups and Regional Advisory Group Cecilia Barbieri introduced the main nodes of the structure and the topics to be addressed by the Committee. She noted that there is a need for the Regional Steering Committee to be a body that truly responds to the needs of the region in terms of representation and participation but that also has a light structure. She suggested that the Committee is the technical part of the countries of the region for the implementation of the E2030 Agenda. Its main tasks will be to recommend actions for the region, sub-region and countries; develop and propose policies and strategies for the implementation of the agenda; and guarantee the operation of the working groups (monitoring and reporting, policies and


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strategies, advocacy and communication, financing and governance) and to evaluate the progress made on the agenda’s implementation. Specifically, in terms of communications, she underscored the need to deepen and improve the communication mechanisms between countries and the need to design a campaign with a clear message from the LAC region. Regarding the mobilization of resources, she underscored the importance of securing resources for the operation of the Regional Steering Committee, Working Groups and Regional Advisory Group, and for the actions that those agencies decide to undertake in order to ensure the implementation of the roadmap. Discussion of strategies and activities for the promotion and communication of the roadmap Following the presentation, the technical group discussed the Terms of Reference of the Regional Steering Committee, Working Groups and Regional Advisory Group.

Summary of the discussion: The first critical node in the discussion was about representation and diversity regarding how to establish the countries’ integration into the committee. Participants noted that there is a need to include each of the four sub-regions (Southern Cone, Andean Region, Central America and Mexico, and the Caribbean) without leaving aside the necessary regional representation in the global committee. They noted the need to cover the broad geographic and cultural spectrum of the region even if it means adding more country participants to the at least 11 members that were listed in the draft roadmap, ensuring governance and continuity of the regional committee. A second critical and recurring point in the discussion was the need to improve upon and deepen the communication mechanisms between the countries and the global and regional levels. On a different level, but on the same topic, participants encouraged the development of greater coordination among the participating agencies. A third critical point was the proposal to integrate students into the committee. While some argued that there was a need to include students as the main target audience of the education agenda, others noted that this would involve logistical difficulties (as they are minors), issues of representation (possibility that other professional groups and agencies would want to join as well), legitimacy (lack of a coordinating agency for students at the regional level) and administration (creating an agency without clarity regarding how it would operate in that no organization is known and generating a space for participation in a manner that is not entirely clear). Finally, expertise was mentioned as a crucial criterion for inclusion in the Regional Advisory Group and Working Groups.

Strategies and proposals for guaranteeing the effectiveness, efficiency and regional representativeness of the Regional Steering Committee

- Develop more effective communication mechanisms between the countries that participate in the Global Steering Committee and those that do not.

- Involve ECLAC in the Working Groups. - Seek out mechanisms for including student organizations (regional, sub-regional) in the

committee agencies (Regional Steering Committee, Working Groups and Regional Advisory Group), guaranteeing regional representation.


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- Identify and include other regional stakeholders to add perspectives and expertise to the working groups.

Agreements:

- The specific objectives of the Regional Steering Committee were set.

- Maintain at least five (5) countries. Three (3) will participate in the Global Steering Committee

and at least two (2) countries from the sub-regions that are not represented will be invited

through GRULAC. Those that currently participate in the Global Steering Committee

(Argentina, Bolivia and Brazil) may stay on for two more years if they wish. The integration and

participation of more countries is still possible.

- A third agency will join the two (2) permanent agencies (UNESCO and UNICEF) by invitation

and will rotate based on its potential contribution to the roadmap.

- CECC-SIC and CARICOM will be added to the Regional Steering Committee and the OEI and

OAS will continue to serve on it, thus guaranteeing balance and effective sub-regional

representation.

- Each member will cover the costs of their participation.

- English and Spanish will continue to be the official work languages.

- The working groups will report (as a minimum) each time the Regional Steering Committee

meets (biannually). They also will report each time they believe that such action is warranted

or at the request of the Regional Steering Committee.

- A list of partners and experts will be developed for the Regional Advisory Group. All members

of the Regional Steering Committee will contribute to it to ensure plurality. OREALC/UNESCO

Santiago will draft an initial list of stakeholders and will circulate it among technical group

members for comments and feedback.

- Seek out mechanisms for including student organizations (regional, sub-regional) in the

committee agencies (Regional Steering Committee, Working Groups and Regional Advisory

Group), guaranteeing regional representation.

IV. Session 3: Policies and strategies

The third session of the meeting focused on policies and strategies. It began with a presentation by Atilio Pizarro, Coordinator of the Latin American Laboratory for the Assessment of the Quality of Education (LLECE), OREALC/UNESCO Santiago. The technical group then discussed the topic and proposed strategies and activities to be included in the roadmap. Presentation on policies and strategies

The presentation began with a conceptualization of the definition of quality in education and how this relates to a vision of sustainable development in the context of an agenda that was underscored as holistic, humanist and committed to universal ethical values such as equity, inclusion and human rights. Pizarro also noted that there is a need to promote skills for learning that are lasting and aligned with the SDGs in general and SDG4 in particular. These skills go beyond technical knowledge, and as such,


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he argues in favor of a review and redefinition of regulatory and curricular frameworks, including methodologies, evaluations and even teacher training. In this context, he noted that this begins with cooperative work by various stakeholders including governments, teacher unions, state agencies and experts. One change in the approach to education involves the development of monitoring and accountability mechanisms that provide feedback for education policies. Both are central points in policy and strategic issues for the implementation of the 2030 Agenda in LAC. Mr. Pizarro stated that the main challenges are associated with short-term government agendas, which often follow election cycles. He also stated that decentralization is a fundamental topic for achieving 2030 Agenda objectives, noting that there is a certain amount of delay in the region in regard to this topic. However, he praised the institutional architecture that has been implemented by the countries and the creation of institutions focused on quality that have furthered joint efforts in relation to the SDGs. Finally, he noted the importance of decreasing the gap that exists between more qualitative (values) issues of education and curricular contents and the need to align national education frameworks with those of the other countries in the region, generating intersectorial mechanisms for cooperation and coordination.

Discussion of strategies and activities for the working group on policies and strategies Group members discussed the vision of educational quality presented and its close link to the objectives of the countries and education systems in the region. Summary of the discussion The technical group agreed on the need to understand the quality of education in a broader sense, not only aligned with SDG4 but also with the expectations and challenges of the societies in the region. For the Central American and Caribbean sub-region, it identified the need to improve and expand monitoring mechanisms and stated that this is one of the weakest points in the sub-region’s educational systems. In regard to monitoring, the group determined that there is a challenge regarding coherence between data and statistical reporting by countries and that there is a need to create a common agenda and calendar for all the working groups and Regional Committee. In regard to more specific issues, participants highlighted the need to work on transitions between primary and secondary school given the high drop-out rate and between school and the working world, where lifelong learning was identified as a key point. Finally, mention was made of accountability as a fundamental aspect of the agenda, but it also was stated that this must be coherent with the need for citizen participation and not simply an instrument for controlling countries and generating stress. Proposed strategies and activities

- Define an agenda and calendar of activities prior to the Ministerial Meeting in Sucre.

- The working group on policies and strategies should work with the other working groups in

order to improve monitoring mechanisms and technical assistance, specifically in Central

America and the Caribbean.


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- Specify the importance of participation of various civil society stakeholders in the development

of education policies.

- Make the structure of the SDG4 report available on a website to improve the performance of

the technical group.

V. Session 4: Thematic study and conceptual framework: towards Education

2030 in LAC

During this session, participants were informed about the ongoing work on a thematic study and conceptual framework for implementation of the E2030 Agenda in LAC. The session began with a presentation by Vernor Muñoz, OREALC/UNESCO Santiago consultant, who described the structure of the study, work teams, actions developed to date and some of the expected results.

Presentation on the thematic study and conceptual framework: towards Education 2030 in LAC The presentation stated that the goal of the study is to develop a series of technical reports for the Sucre Ministerial Meeting. This will be referred to as a thematic study because all of the findings will be summarized in a single document to be provided to the ministers at that meeting. The thematic study will cover four areas (rethinking the quality of education, equity and inclusion, teachers and education workers, and lifelong learning), each of which will be developed by a specific research team. Muñoz also stated that the framework for the thematic study is the Sustainable Development Agenda and the Incheon Declaration and Framework of Action and that both are based on the Regulatory Framework of the Right to Education. He said that quality will be understood in terms of four areas: an understanding that goes beyond the instrumental and utilitarian, the context of educational work, curricula and the relationship between the world of learning and that of teaching, and education quality measurements and the type of monitoring and follow-up actions to be developed. The studies will be similar in structure so that they can incorporate the government offering and the demands of civil society. Finally, Muñoz said that the first documents will tentatively be ready in March to kick off a peer review phase.

Summary of the discussion The technical group congratulated Muñoz on the initiative and the progress made as well as the broad perspective on a vision of quality. No major criticisms of the study structure were offered. The discussion indicated that the technical group and regional experts on the various areas will play an important role in the review of the documents. The participants also noted that there is a need to further broaden certain concepts with regard to quality and the right to education. This was exemplified by the right to violence-free education, education for resilience, the right to education for migrant children, and the extreme need to address private education in the LAC region. Participants insisted on the importance of understanding the transitions between the various levels of education and not leaving aside important issues such as infrastructure and resources.


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Proposed strategies and activities

- Specify the focus of the right to education in the study and specifically in the final document.

- Invite University of West Indies to contribute to the study in the four thematic areas, thus

guaranteeing inclusion of the Caribbean perspective.

VI. Session 5: Preparation for the Regional Meeting of Ministers of Education,

Sucre 2018.

During this session, Susana Postigo, Director General of Planning of the Ministry of Education of Bolivia, addressed the need for cooperation to achieve the 2030 agenda goals and presented guidelines for the ministerial meeting in Sucre. Presentation on the Sucre Regional Ministerial Meeting The presentation began with an overview of the mandates agreed to during the previous ministerial meeting and the commitment made by LAC Ministers of Education regarding the alignment of regional agendas to ensure efficiency and effectiveness. There was also a short description of the various entities that will attend the Sucre meeting (OEI, UNASUR and UNESCO) in a convergence of agendas. Mention was made of the need to work in coordination as a region with multilateral agencies for the implementation of the SDGs. Mrs. Postigo stated that the approval of the Regional Steering Committee during the Sucre meeting was very important but that it was also important to establish proposals or recommendations for the agenda implementation. She described the actions that are being developed for the meeting such as contacting the diplomatic corps and sending them information so that they can communicate it to the respective ministers in advance. She committed to send the concept note for the meeting and any logistical issues by late March/early April. Finally, this is expected to be a dynamic meeting given the number of agencies that will come together, including around 30 to 35 officials with their respective high-level technical teams. Discussion Summary of the discussion The discussion mainly revolved around the need to advocate the importance of the agenda committed to by the governments, given that there have been some changes in government in the region.

Strategies and activities proposed for the Sucre meeting

- Reinforce efforts of the technical group with incoming governments to advocate the importance

of the implementation of the E2030 agenda and its commitments.

VII. Session 6: Education financing and governance in LAC


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The session kicked off with the participation of Camila Croso, General Coordinator of the Latin American Campaign for the Right to Education, and Francisco Miguens, National Director of International Cooperation and Secretary of the Argentina National Commission for Cooperation with UNESCO, Ministry of Education of Argentina, who reported on the results of the Global Partnership for Education Financing Conference in Dakar (Senegal). One of the key points was tax justice and the need for progressive tax reforms. It was mentioned that the G-20 will have an education chapter for the first time and that there is a need to increase spending on education and to create the existence of a convergence and coherence between the different financing instruments, considering that this discussion is integral to efficient spending. This was followed by the presentation of Carlos Vargas Tames, OREALC/UNESCO Santiago consultant, who addressed education financing and governance with a focus on distribution and optimization in the use of resources based on principles of equity and efficiency. Presentation on education financing and governance in LAC The presentation began by arguing that the discussion on education financing is framed within the SDG4 and defined as a right, and therefore as a public asset, that must be guaranteed under the principles of equity and inclusion. Mr. Vargas indicated that the purpose of the working group is not decision-making, but rather the generation of information for decision-making, which generates a synergy with the other working groups. He highlighted that the challenges include the expansion of resources in light of a decrease in financing and official aid for the development of middle-income countries, which is added to the difficulties in terms of access to education, the quality of education, and changes in the demographic composition that have an impact on tax regimes and evidently on collection. For this reason, the exploration of new forms of financing is key. Information is needed on education spending (both public and private), the existing gaps between the available resources and the goals and commitments adopted, and the sources of financing of public spending in general. Finally, he highlighted some means of financing in the region and the need to optimize distribution of resources. For this, monitoring and reporting will be critical issues for follow-up of actions undertaken, as well as accountability and transparency. Discussion on strategies and activities for the working group on education financing and governance The discussion centered on the main challenges to financing education in the region. Summary of the discussion

The technical group focused its attention on some of the issues in the region such as the existence and reliability of financing data. This is due to dispersion, differences in indicators and even certain resistance to providing information considered to be sensitive. On this last point, there is certain consensus on the need to communicate and advocate the relevance of the information in order to meet the established goals. A second problem identified was the lack of accountability in countries, and the


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challenge was set to accompany countries and promote capacity-building. Two relevant issues identified were the importance of tax justice (aligned with the global discussion) and the possibility of creating a tax collection mechanism and thereby reducing the gap between the available resources and those necessary for reaching goals. This is added to the difficulties faced by middle-income countries in obtaining financing. Finally, the discussion brought attention to the need to assess current instruments established with economic rather than educational logic. Strategies and activities proposed for the working group:

- Build a digital repository where members of the technical group can access information on

education spending.

- Improve government training in accountability, encouraging governments to publicly report on

progress regarding the expansion of resources and distribution of public spending on education

based on the principles of equity and efficiency adopted in the SDG4 (no-one left behind).

- The recommendation is to strengthen country training and promote production, compilation,

analysis, use and outreach efforts on education financing data.

VIII. Session 7: Review, monitoring and reporting

The session began with a presentation from Alejandro Vera from the UNESCO Statistical Institute, who made reference to country data monitoring and reporting on the 2030 Agenda. This was followed by a presentation from Atilio Pizarro from OREALC/UNESCO Santiago, who presented actions developed by the Latin American Laboratory for Assessment of the Quality of Education (LLECE). Presentation on reviewing, monitoring and reporting The presentation began with an explanation of the four SDG monitoring levels. These are global, thematic, regional and national. However, the presentation established that for LAC, thematic regional monitoring was established as a mandate after the Buenos Aires Declaration. This was followed by an identification of the goals established for the working group on monitoring, which are to define and establish a regional SDG4 monitoring mechanism; develop national capacities to report the necessary data for different monitoring levels; and progress towards the definition of regional specificities that will be monitored on a thematic level. Finally, mention was made of the relationship between the monitoring working group and the other working groups, as these will set the guidelines for the aspects that will be monitored. Next to present was Atilio Pizarro, who argued that the evaluation is part of the Right to Education and it serves to monitor what is occurring, in order to provide feedback on policies and derive lessons. Mr. Pizarro explained the structure of the comparative and explicative regional studies made by LLECE, indicating that this is the most representative evaluation currently in existence for the LAC region and that it has enabled an exhaustive review of curricula and led to a very enriching exchange of ideas between. He underscored the relevance of the study of the associated factors as an expansion of the understanding of quality in education. He referred to what he sees as a necessary evolution that must


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occur in LLECE in light of the Sustainable Development Goals, the conformation of a High-level Consultive Council, and the preparation of the next evaluations set for 2019, 2023 and 2028, which will incorporate non-cognitive and socio-emotional units. Finally, on a political level, he highlighted the work conducted with different agencies and authorities from different countries in the region. Discussion on strategies and activities for reviewing, monitoring and reporting Comments were then shared on the presentations, as well as discussions on issues related to the working group and the review, monitoring and reporting strategies in the region. Summary of the discussion The group congratulated the work of LLECE and its more holistic approach to the observation and analysis of the educational processes. It highlighted the treatment of the associated factors, as well as the collaborative work with countries and international organisms. There was relative consensus on the criticism and negative aspects of the standardized evaluations, and an insistence to LLECE to expand its areas of evaluation, generating an evaluation with a regional identity. The urgent need to reduce the gap between curricular aspects and real learning by students was mentioned in relation to meeting the E2030 agenda goals. With respect to monitoring, an urgency was identified to work with state agencies on improvements and mapping of existing information, stressing the importance of avoiding duplications in the requests made to countries for statistical information emanating from different organisms. Along the same line, there was a recommendation to engage training activities and technical assistance to national technical teams in order to improve the planning of these actions and increase regional coverage. Strategies and activities proposed for the working group - A recommendation was made for the participation of UIS and LLECE in the working group to ensure the presence and complementarity of both institutes with responsibilities in the regional and global monitoring of SDG4-Education 2030. - Promote skills development in national organisms responsible for monitoring and reporting and in national education evaluation agencies. - Map the educational goals monitoring frameworks that are implemented on a regional or sub-regional level, as well as technical assistance and training activities for regional agencies, as a key input for the development of the working group’s activities and proposals.

IX. Session 8: Workshop: advocacy and communication

The session was held in workshop format, with the work divided into four groups, for later use in a plenary session presenting the main discussions and conclusions of the groups. The session was facilitated by María Elena Ubeda, UNICEF Regional Specialist in Early Childhood Development, and Vincenzo Placco, UNICEF Program Specialist. They indicated that the goal was to advocate the social


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benefits of the implementation of the SDG - E2030 agenda and the Right to Education. At the same time, they asked for the development of key messages to reinforce a collective consciousness on what quality, inclusive and equitable education could be. The groups worked in the following way: group one, quality and education workers and teachers; group two, lifelong learnings and equity and inclusion. Both groups had the task of identifying stakeholders and the appropriate messages to direct toward them and creating a list of issues and key concepts. Groups three and four were focused on the agreements described in the roadmap and the actions to follow for this working group. Presentation of groups on communication and advocacy Group one indicated that education is multidimensional, involving processes and structures, and it is not enough to rethink them, but rather to act on them. In this process, it is fundamental to highlight the importance of soft skills. The stakeholders identified were teachers and education workers, school directors, unions, students, administrative staff, curricular developers (planners) and even nutritional workers. The main messages or ideas were: teachers as an agent of social change, the need for a quality working environment and conditions for teachers and education workers, promotion of an educational community, and rights and responsibilities go hand in hand. Group two presented the need to establish ties with other stakeholders such as the UN, universities, policymakers, governments, and civil society stakeholders. It indicated the need to define special rapporteurs and spokespeople and define a general policy based on what already exists. The main messages or ideas that arose are: SDG 4 is an exercise in equity and justice, and SDG 4 is a perspective on rights, with state responsibility as a public asset. Group three also indicated the need and feasibility of building on what already exists and using or adapting global campaigns to a regional level. It presented a strategy of a possible mapping of the communication channels, for subsequent identification of common messages. It also indicated the need for an online resources repository to optimize efforts. Finally, it underscored the need for clear and structured messages to facilitate communication strategies. Group four identified the importance of balance between experts in communication and others of a more programmatic nature, and the importance of representing cultural and linguistic diversity in the conformation of the working group. It also indicated the possibility of a regional image, in the shape of an identifiable motto or logo, to show the joint work effort. Finally, it showed the need to engage actions and campaigns, to work similar issues synchronously throughout the year. Coordinate activities, milestones and actions between different participating stakeholders. Discussion on strategies and activities for advocacy and communication Summary of the discussion

Due to the working group dynamics and subsequent plenary socialization of the discussion and results, there was no further discussion beyond the comments compiled above.

Strategies and activities proposed for the working group


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- Integrate communication experts with programmatic experts.

- Develop a communication resource repository.

- Use existing digital channels and technological tools.

- Map communication references of organizations in the regions.

- Develop an image as a region on the 2030 Agenda.

X. Session 9: Preparing LAC for the E2030 Global Steering Committee Meeting

Carmen Rodríguez, Technical Secretary for International Cooperation of the Organization of Ibero-American States, was responsible for leading the regional preparation session for the Global Steering Committee Meeting. The goal was to align key messages as a region with the Global Steering Committee in order to place these issues on the international agenda. Presentation This presentation underscored that the Regional Steering Committee responds to a ministerial mandate for the region and to coherence, coordination and cooperation criteria, and that therefore the working groups must align with global working groups. Mrs. Rodríguez expressed that the roadmap is an effort to address opportunities, challenges and solutions for compliance with agenda goals, while keeping the regional context in sight, with a focus on rights. Finally, she committed to circulate a preliminary message in order to perfect it and synthesize it prior to the Global Steering Committee. Among the most relevant issues addressed is the creation of a regional coordination mechanism that will be known as the Regional Steering Committee. It will have a similar structure to the Global Steering Committee but will respond to the need for representation of the LAC region. It will represent countries, co-convenors, regional organisms and civil society organisms that will be selected based on inclusion, representation and balance criteria in its development and will be coordinated by OREALC/UNESCO Santiago. Its technical work will be engaged through four working groups: policies and strategies, financing and governance, reviewing, monitoring and reporting, and advocacy and communication. Likewise, it has the support of an Advisory Group, composed of relevant experts and institutes in Latin America and the Caribbean. On the other hand, the roadmap identifies opportunities, challenges and practices for regional implementation of the E2030, presenting initiatives, events, a timeline and suggestions for regional and national policies and strategies. Summary of the discussion

There was no further discussion in this session, but rather specific commentary on the need to circulate the meeting report to gather feedback and suggestions prior to the Sucre meeting.

Proposed strategies and activities


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- Prepare a page that is constantly updated with events of interest, which serves as an internal

communications tool.

- Key messages were agreed upon for the Global Steering Committee Meeting (see Appendix

3).

Appendix 1. Meeting Concept Note

1. Introduction

The UNESCO Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) is organizing the Second Technical Follow‐up Meeting to the Regional Meeting of Ministers of Education in Buenos Aires. It will be held on 15 and 16 February 2018 in Santiago, Chile. The purpose of the event will be to review the progress made on the commitments agreed in the Buenos Aires meeting and prepare for the next Regional Meeting of Ministers of Education, which will take place in July 2018 in Sucre, Plurinational State of Bolivia. Considerable progress has been made since the First Technical Follow‐up Meeting to the Regional Meeting of Ministers of Education held in April 2017 in Santiago de Chile in regard to advancing the education agenda in the LAC region. In this context, a preliminary version of the roadmap for the implementation of SDG - Education 2030 (E2030) Agenda for the region has been prepared and will be officially approved at the next regional meeting of ministers of education in Sucre.

The regional roadmap includes actions and activities such as the creation of the SDG-E2030 Regional Steering Committee for LAC. This committee will be tasked with ensuring coherence, coordination and solid collective regional work so that countries and education partners in LAC can make progress towards the E2030 targets together. It recommends that the Regional Steering Committee meet biannually prior to Global Steering Committee meetings so that the progress made in the region can be appropriately communicated around the advances, perspectives and challenges related to the SDG-E2030 Agenda at the global level.

As such, the goal of this meeting is to prepare for the SDG-E2030 Global Steering Committee meeting, which will be held 28 February -2 March in Paris, and to analyze the functioning and working modalities of the Regional Steering Committee in greater depth and launch roadmap activities.

2. Objectives and Expected Results

Objectives:

To update the draft roadmap for the implementation of SDG4-E2030 for Latin America and the

Caribbean, revising the calendar in each of the main areas (policies and strategies, monitoring and

reporting, advocacy and communication, and finance and governance).


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To identify the procedures and mechanisms that will determine the composition, functions, working

modalities and the decision-making process of the Regional Steering Committee, Working Groups and

Advisory Group.

To propose a joint plan for preparing the Regional Meeting of Ministers of Education.

To draft a regional perspective on the general themes of the next Global Steering Committee.

Methodology

The meeting will take place 15 and 16 February, 2018 in Santiago. It will include presentations, group discussions and a series of plenary sessions on the implementation of SDG4 in Latin America and the Caribbean. The participants will contribute to thematic discussions facilitated by a moderator. In each of the sessions, UNESCO guests and specialists will present the issues as a point of departure for the discussion. All of the sessions include visual tools, which are mainly used to organize and clearly present the main ideas. The first day will feature an overview of the progress made on the Roadmap, political strategies for its implementation and the study of the situation of priority areas of education for the region. The second day will focus on the thematic areas set out in the preliminary roadmap document. The participants also will define a regional perspective on the key axes of discussion of the next Global Steering Committee.


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PROGRAMME

Second Technical Follow‐up Meeting to the Regional Meeting of Ministers of Education in Buenos Aires

“SDG4 – E2030 roadmap for Latin America and the Caribbean”

Thursday, 15 February, 2018

8:30-9:00 Registration

9:00-9:10 Welcome and Opening Remarks Cecilia Barbieri, OREALC/UNESCO Santiago

9:10-9:20 Meeting Objectives OREALC/UNESCO Santiago

9:20-10:20 SDG4 - E2030 implementation roadmap for LAC This session is focused on summarizing the roadmap activities that have been implemented over the past few months.

We expect to receive brief contributions from participants on:

1. The activities that have been implemented in the context of the the draft SDG4-E2030 roadmap - which was developed at the first technical follow-up meeting in Santiago -, in order to provide an overview of the actions that are being developed in the region.

Moderator: Cecilia Barbieri, OREALC/UNESCO Santiago

10:20-10:40 Coffee Break

10:40-13:00 Review of the Terms of Reference: Regional Steering Committee, Working Groups and Regional Advisory Group

This session focuses on reviewing the mechanisms and procedures that determine the composition, functions and decision-making processes of the Regional Steering Committee, Working Groups and Advisory Group. The elements of the terms of reference to be discussed by the group will be identified.

We anticipate discussing and identifying:

1. The mechanisms for making decisions within the Regional Steering Committee and the composition of its membership and it functions.

2. The modes of operation of the working groups in the various areas (policies and strategies, monitoring and reporting, financing and governance, and communication and advocacy) oriented towards an efficient, effective dynamic that is easy to follow


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throughout the implementation of the roadmap.

Presenter:

1. Cecilia Barbieri, OREALC/UNESCO Santiago (20 minutes) Debate: 1h40

13:00-14:30 Lunch

14:30-15:30 Policies and Strategies

This session is focused on one of the areas listed in the draft roadmap in order to identify the

initiatives and timeframes of activities oriented towards coordinating stakeholders and

optimizing resources to implement the E2030 Agenda, in coordination with LAC governments.

We anticipate dialogue and reflections on:

1. The coordination of the various education agendas of governments and international agencies in the region, emphasizing alignment with the E2030 Agenda at the national, regional and global levels in order to meet the terms of the agreements listed in the draft roadmap.

2. The variety of joint work experiences around priority areas in the region in the field of education in order to identify the efforts of the various countries and international organizations present at the meeting.

Presenter:

1. Atilio Pizarro, OREALC/UNESCO Santiago (15 minutes) Debate: 45 minutes

15:30-15:45 Coffee break

15:45-16:45

Thematic study and conceptual framework: towards Education 2030 in LAC

The goal of this section is to introduce the initial progress made on the study of the thematic areas of rethinking the quality of education, equity and inclusion, teachers and workers in the field of education and lifelong learning, which will be presented at the meeting of ministers of education in Sucre. This study seeks to define the conceptual framework and framework of action and to offer recommendations for the implementation of the commitments made in the Buenos Aires Declaration.

Presenter:

1. Vernor Muñoz, Consultant, OREALC / UNESCO Santiago (20 minutes)

Debate: 40 minutes

16:45-17:40 Preparation for the Regional Meeting of Ministers of Education, Sucre 2018

This section addresses the importance of regional cooperation in the confluence of the initiatives of various agencies in the region and coordination of actions for meeting the Education 2030 agenda in LAC. We expect inputs for the July 2018 meeting to be held in Sucre, Plurinational State of Bolivia.

Presenter:

1. Susana Postigo, Ministry of Education of the Plurinational State of Bolivia (15 minutes)


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Debate: 40 minutes

17:40 End of Day 1

20:00 Welcome dinner

Friday, 16 February, 2018

9:00-09:15 Summary of day 1

9:15-10:30

Education Financing and Governance in LAC

This section focuses on financing education in LAC, particularly actions that can be taken to

optimize resources, establish synergies and set shared criteria for reviewing, monitoring and

reporting on funding and institutional structure of education in the region. The outcomes of the

Global Partnership for Education Financing Conference held in February 2018 in Dakar (Senegal)

will be reported on.

We anticipate dialogue and reflection on:

1. Information on domestic spending on education, including both public and private efforts, in order to identify its distribution in accordance with the principles of equity and efficiency.

2. The resources available in the region and gaps in funding for education for meeting the education targets by 2030.

3. Mechanisms that exist at the national, regional and global levels regarding financing for education in LAC with the goal of developing joint strategies for realizing the agreements included in the draft roadmap.

Presenter

1. Carlos Vargas Tamez, Consultant, OREALC/UNESCO Santiago (15 minutes) 2. Francisco Miguens, Ministry of Education of the Argentine Republic (5 minutes) 3. Camilla Croso, CLADE (5 minutes)

Debate: 45 minutes

10:30-10:45 Coffee break

10:45-12:00 Reviewing, Monitoring and Reporting

This session focuses on reviewing the existing monitoring structure for the SDGs in which the new regional thematic monitoring mechanism of SDG 4 should be inserted, outlining the foundations of a possible strategy for its realization. Additionally, the planned actions for the development of national statistical capacities will be reviewed, considering the need to continue advancing in the articulation of existing monitoring mechanisms.

We expect dialogue and reflections on:

1. The steps to prepare a proposal for a regional monitoring mechanism for the SDG4 -


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E2030 Agenda in LAC, identifying existing measurement and monitoring experiences at different levels, with a regional predominance, that can contribute to the development of a new mechanism proposal for the fulfillment of the agreements indicated in the draft Roadmap and the commitments in the Buenos Aires Declaration.

2. The existing initiatives of organizations for the strengthening of the statistical capacities and possibilities of coordination and/or articulation to respond to the needs of countries

Presenters

1. Alejandro Vera, UNESCO Institute for Statistics (UIS), OREALC/UNESCO Santiago. (15 minutes)

2. Atilio Pizarro, OREALC/UNESCO Santiago (15 minutos)

Debate: 45 minutes

12:00 -13:00 Workshop: advocacy and communication: LAC messages

The goal of this activity is to identify the messages that the region wishes to communicate at the

regional and global levels based on the priority topics regarding SDG4 for LAC. Emphasis will be

placed on the contents of the messages, which will be the basis for the Communication and

Advocacy WG to develop possible dissemination strategies in order to meet the agreements set

out in the draft roadmap.

Moderator: Maria Elena Ubeda, UNICEF, Latin America and Caribbean Regional Office

13:00-14:30 Lunch

14:30-16:30 Preparing LAC for the SDG – E2030 Global Steering Committee Meeting

This section focuses on the discussion of some of the points to be debated in the Global Steering

Committee in order to define a regional perspective on the following topics:

1. Regional coordination: opportunities, challenges and solutions.

2. National perspectives on aggregating the value of regional cooperation.

3. Regional reporting and monitoring.

4. Funding education.

Moderator: Cecilia Barbieri, OREALC/UNESCO Santiago

16:30-17:00 End of day 2 – Coffee break

Appendix 2. List of participants

NAME SURNAME TITLE ORGANIZATION

Francisco Miguens National Director of International Cooperation and Secretary of the Argentina National Commission for Cooperation with UNESCO

Ministry of Education, Argentina

María Auriana Pinto Diniz Vice-chief International Advisory Ministry of Education, Brazil

Camilla Croso General Coordinator Latin American Campaign for the Right to Education - CLADE, Brazil

Susana Postigo Director General of Planning Ministry of Education, Bolivia

Nicolás Torrez Director General of Administrative Affairs Ministry of Education, Bolivia

Mario Aguilar President School of Professors of Chile and member of the Latin America Regional Committee of Education- Education International - EI, Chile

Carlos Lépiz General Secretary Central American Educational and Cultural Coordination / Central American Integration System - CECC-SICA, Costa Rica

Carmen Rodríguez Technical Secretary for International Cooperation

Organization of Ibero-American States - OEI, Spain


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Hilary Brown Programme Manager, Culture and Community Development

Caribbean Community - CARICOM, Guyana

Angella Finlay Senior Planning Officer Ministry of Education, Human Resource Development and the Environment, Grenada

Vincenzo Placco Program Specialist United Nations Children's Fund - UNICEF, Panama

María Elena Ubeda Early Childhood Development Regional Specialist

United Nations Children's Fund - UNICEF, Panama

Cecilia Martins Cooperanet - Technical Cooperation Services, Executive Secretariat for Integral Development

Organization of American States - OAS, Washington D.C

Cecilia Barbieri Interim Director/Senior Programme Specialist.

OREALC/UNESCO Santiago, Chile

Katherine Grigsby Director UNESCO Kingston, Jamaica

Atilio Pizarro Chief of Planning, Management and Monitoring Section


Carlos Vargas Consultant OREALC/UNESCO Santiago, Chile

Vernor Muñoz Consultant OREALC/UNESCO Santiago, Chile

Alejandro Vera Program Assistant Specialist UNESCO Institute for Statistics, Chile

Mathilde Stoleroff Associate Programme Specialist OREALC/UNESCO Santiago, Chile


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Nicolás Del Valle Program Assistant Specialist in Education 2030


David Kornbluth Consultant OREALC/UNESCO Santiago, Chile

Adriana Viteri LLECE Specialist OREALC/UNESCO Santiago, Chile

Francisco Gatica LLECE Specialist OREALC/UNESCO Santiago, Chile

Carlos Cayumán LLECE Specialist OREALC/UNESCO Santiago, Chile

Carolina Jerez Public Information/Digital Content OREALC/UNESCO Santiago, Chile

Loreto Bilbao Assistant to the Director OREALC/UNESCO Santiago, Chile

Valeria Seguel Program Assistant OREALC/UNESCO Santiago, Chile

Luis Pino Computer Technician OREALC/UNESCO Santiago, Chile


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Appendix 3. Key Messages from LAC for the Global Steering Committee Meeting

Global Steering Committee Meeting for E2030 Argentina and the OEI will be responsible for the presentation in the focused session in the regional experiences, given their presence in the Global Steering Committee and at the suggestion of the Technical Follow-up Meeting team for the Buenos Aires Ministerial Regional Meeting. Background The Buenos Aires Declaration of January 24-25, 2017, represents the reaffirmation of the Ministries of Education of Latin America and the Caribbean in relation to the implementation of the 2030 Agenda in the region. It addresses the main educational challenges, identifies the principles and defines the strategic goals for attainment of the SDG4, offering a guide for action. The ministries agreed on the creation of a steering mechanism for the Education 2030 agenda in the region and the design of a roadmap for the implementation of the Buenos Aires Declaration commitments, which is the collaborative effort resulting from two Technical Follow-up Meetings and whose results will be validated in the regional ministerial meeting in Sucre, Bolivia in July 2018. The regional coordination mechanism will be formalized in the constitution of the Regional Steering Committee, which will ensure the effective representation of all of the countries in the region, and the rest of the partners. This Committee will be guided by the principles of coherence, coordination and collaboration to guarantee an adequate alignment on national, regional and global levels, but guaranteeing the appropriate regional context. This will be put into practice through a participative and collective construction process, which supports an appropriate regional implementation of the E2030, an analysis of the comparative advantages of different partners and a coordination of the regional agendas. Likewise, the committee will meet at least twice a year prior to the Global Steering Committee meeting. The Regional Steering Committee will have a similar structure to the Global Steering Committee, contextualized to the need for representation of countries, co-coordinators, regional organisms and civil society organisms that will be selected based on inclusion, representation and balance criteria in its development and will be coordinated by OREALC/UNESCO Santiago. Its technical work will be engaged through four working groups: policies and strategies, financing and governance, reviewing, monitoring and reporting, and advocacy and communication. Likewise, it has the support of an Advisory Group, composed of relevant experts and institutes in Latin America and the Caribbean.


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The Roadmap identifies opportunities, challenges and practices for regional implementation of the E2030, presenting initiatives, events, acting schedule and suggestions of regional and national policies and strategies.

The Policy and Strategy group considers the particularities of the region, incorporating its cultural and linguistic diversity and keeping its focus on the integrated humanist approach towards the right to integration. In the context of 21st century skills, one of the first outputs will be a regional study that enables rethinking education from the perspective of quality, equity and inclusion, lifelong learning and teachers and education workers. This will involve an analysis of trends and gaps in public policies, institutional structures and educational practices, identifying vulnerable populations. Together with the aforementioned, this will identify challenges presented in the region, and the conclusions and recommendations focused on the implementation of concrete actions will be presented in the Sucre ministerial meeting. The Financing and Governance group proposes an analysis of the convergence and complementarity between the diverse instruments and mechanisms in existence, valuing the mobilization of domestic resources, external technical cooperation and South-South cooperation. Likewise, it identifies as a relevant aspect a deepening of knowledge about the distribution of spending, keeping the focus on financing that is sensitive to more vulnerable populations in keeping with the principles of efficiency and equity. The Review, Monitoring and Reporting group proposes a dialogue between E2030 measurements and indicators and specific evaluation mechanisms in the region, keeping a broad perspective on evaluation. Likewise, it considers that it is necessary to support the development of regional and national capacities, as well as the engagement of diverse regional mechanisms, avoiding duplicity with global monitoring mechanisms. Finally, the purpose of the Communication and Advocacy group is to define the messages to be transmitted on a regional and global level in accordance with the E2030 priority issues in Latin America and the Caribbean. Specifically, emphasis will be placed on the content of the messages that will provide the foundation of the E2030 agenda outreach strategies. Considering the already existing global campaigns, and based on the commonly agreed messages, coordinated communication opportunities will be activated to advocate the relevance of the agenda in the region.

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