Organisationsstrategi for Danmarks samarbejde med Global Partnership for Education i perioden 2018-20

Folketingets Udenrigsudvalg
Bilag Journalnummer Kontor
2 2018-36261 MKL 29. september 2018
Organisationsstrategi for Danmarks samarbejde med Global
Partnership for Education (GPE)
Til orientering for Folketingets Udenrigsudvalg vedlægges
Organisationsstrategi for Danmarks samarbejde med Global Partnership
for Education i perioden 2018-20.
Ulla Tørnæs
Asiatisk Plads 2
DK-1448 København K
Telefon +45 33 92 00 00
Telefax +45 32 54 05 33
E-mail: um@um.dk
http://um.dk
Udenrigsudvalget 2017-18
URU Alm.del Bilag 312
Offentligt


0
Danish Organisation Strategy
for
Global Partnership for Education
2018 - 2020
September 2018
Udenrigsudvalget 2017-18
URU Alm.del Bilag 312
Offentligt
1
Table of contents
Executive Summary
2
1. Objective of the Organisation Strategy
3
2. Background: Results from previous Organisation Strategy 2015-2016
3
3. The organisation 3-
6
4. Denmark’s key priorities and results to be achieved for the period 2018-2020 6-
9
5. Danish financial support to GPE 9-
10
6. Key strategic challenges, opportunities and reform efforts
10
7. Risks and assumptions 10-
11
8. Implementation arrangements and plan 11-
12
9. Annex I – OS Results Matrix
13
10. Annex II – GPE visualisation of support to SDGs
14
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Organisation Strategy for Denmark’s collaboration with GPE 2018-2020
“Investing in education is the most cost effective way to drive economic development, improve skills and
opportunities for young women and men, to unlock progress on all 17 Sustainable Development Goals and to
prevent conflict and sustain peace.”
United Nations Secretary General António Guterres, September 2017
Executive Summary
The bedrock of Denmark’s Organisation Strategy (OS) for the collaboration with Global
Partnership for Education (GPE) is GPE’s own strategy ‘2020’.
In the period 2018 – 2020, Denmark will focus its strategic collaboration with GPE in three
areas:
- Sustainable Development Goal (SDG) 4. Quality education for all - with a special focus
on girls – at the core of GPE’s business;
- A results-based, effective organisation with a strong risk management;
- Expansion and deepening of GPE’s partnerships to better address education in the
humanitarian-development nexus, especially marginalised groups such as girls.
GPE is already a valuable partner for Denmark and the largest, single recipient of Danish aid
earmarked for education in development countries. The overarching frame for this strategy is
working towards the successful achievement of SDG 4. As such, the selected, strategic focus
areas aim to support the partnership’s ability to deliver as efficient and cost-beneficial as possible
and to reach those most at need, especially girls. Girls are a primary focus for Denmark’s
advocacy within GPE and in terms of influencing other donors in the partnership to focus even
more on girls’ education.
Key challenges, risks and implementation arrangements are highlighted in dedicated paragraphs
and matrixes.
3
The measurement of results will primarily base itself on GPE’s own Results Framework to which
Denmark holds GPE accountable.
1. Objective of the Organisation Strategy
This Organisation Strategy (OS) provides the strategic considerations for the cooperation
between Denmark and the Global Partnership for Education (GPE). It forms the basis for the
Danish contributions to GPE, and it is the central platform for Denmark’s dialogue and
partnership with GPE. It outlines Danish priorities for GPE’s performance within the overall
framework established by GPE’s own strategy, the GPE Strategic Plan 2016-2020.
In addition, the OS outlines specific goals and results vis-à-vis GPE, which Denmark will pursue
in its cooperation with the organisation. Denmark will work closely with like-minded countries
to support the outlined goals and priorities.
2. Background: Results from previous Organisation Strategy 2015-2016
A review of the OS 2015-2016 concluded in November 2017. The key findings were:
1. Denmark played an active role in the development of the GPE 2020 strategy and the
Danish priorities in the OS 2015-2016 were all included and prioritised in the 2020
strategy.
2. The OS 2015-2016 was relevant and pointed out key issues to address by Denmark in
relation to GPE. It also clearly defined Danish priorities.
3. The priorities of the OS 2015-2016 have been achieved by GPE. As such, the present
strategy could have a more specific focus, e.g. the humanitarian-development nexus, in
line with Danish priorities in the “The World 2030”.
4. Recommendation to align the Danish OS period with the GPE 2020. Since GPE’s
current strategy will expire by the end of 2020, it would be prudent to align the two
strategies.
5. Denmark’s seat in the GPE Finance and Risk Committee is well suited and in line with
Danish priorities on effectiveness and anti-corruption.
6. The secondment of a Danish senior, technical adviser to the GPE secretariat has been
good value-for-money and given Denmark easy access to updated information as well as a
strong voice within the GPE.
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3. The organisation
The Global Partnership for Education was established in 2002 (then Education for All – Fast
Track Initiative). GPE is a multilateral partnership and fund that aims to strengthen
education systems in developing countries in order to dramatically increase the number of
children who are in school and learning.
GPE brings together developing countries, donors, international organisations, civil society,
teacher organisations, the private sector and foundations with the overarching aim of
achieving SDG 4 – quality education for all. The vision of its strategy, GPE 2020, is:
“To ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”
GPE upholds the Paris Declaration on Aid Effectiveness (2005), the Accra Agenda for Action (2008)
and the Busan Partnership for Effective Development Cooperation (2011). A number of key principles
guides GPE:
1. Education is a human right;
2. Focus resources on learning, equity and inclusion for the most marginalised children and
youth, especially those affected by fragility and conflict;
3. Achievement of gender equality;
4. Enabling inclusive, evidence-based policy dialogue with stakeholders;
5. Promote country ownership to ensure sustainability of efforts;
6. Improve development effectiveness through aligning aid to country systems;
7. Promote mutual accountability and transparency across the partnership and;
8. Work towards inclusive partnership as the most effective means of achieving
development results.
Structure, management and operational model:
GPE is a multilateral partnership and fund under the auspices of the World Bank as a
Financial Intermediary Fund (FIF). It relies on voluntary contributions from donors.
Denmark is currently the fifth largest contributor to GPE.
The Board of Directors, chaired by former prime minister of Australia Julia Gillard, is the
supreme governing body of GPE and sets its policies and strategies. Denmark shares
constituency with Sweden at the Board, currently as alternate seat. The Board mirrors the
wide-ranging and diverse nature of the GPE and includes members from developing country
governments and all development partners; donors, civil society organisations, private sector
and foundations as well multilateral agencies and regional banks. Responsibilities of the
Board include; review of annual objectives, mobilisation of resources, monitor financial
resources and funding, advocate the partnership and oversee secretariat budget and work
plan.
The Secretariat, led by Alice Albright, runs the day-to-day business of GPE. It numbers 100+
staff divided into five departments: Front Office, Country Support, Education Policy and
Performance, External Relations and Finance and Operations. Currently, Denmark has
seconded a senior, technical adviser to the secretariat. Only the UK (1), France (2) and Japan
(from September 2018) are also seconding staff to the GPE. Five select Committees support
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the Secretariat and prepare submissions for the Board’s decision. Denmark has a seat in the
Finance and Risk Committee. Coupled with the secondment, Denmark is well suited to voice
and pursue specific Danish interests at GPE.
GPE’s operational model: At the national level in developing counties, GPE brings together
all education partners in a collaborative forum defined as the Local Education Group (LEG),
led by the Ministry of Education. The LEG supports the development, implementation,
monitoring and evaluation of the national education sector plans and programs financed by
GPE. A Coordinating Agent is selected by the LEG members to facilitate the support from
the partners and to coordinate with the GPE Secretariat in Washington DC. Once financial
support to a partner country is being provided by GPE, a Grant Agent, to oversee the
implementation of the GPE grant, is selected among the partners and approved by the LEG.
The GPE Secretariat is not an implementing agency, but is staffed with education specialists,
“Country Leads”, organized in the Country Support Team providing guidance and support to
the partner countries’ governments and the LEG. This is done throughout the process of
preparing national education sector plans as well as during the programming phase and
implementation of GPE grants.
The process of developing programs for grant support is aligned to national processes and
the modalities of the Grant Agent, for instance the World Bank. However, GPE applies a
rigid, independent quality assurance process before the approval of a grant at the GPE
Board. GPE provides performance based financing, where part of a grant is subject to
achievement of defined indicators. GPE support to country partners has a strong focus on
sustainability and the GPE model is heavily focused on capacity building in the partner
countries.
Further to this, there is strong fiduciary oversight through both GPE’s in-country Grant
Agents and the GPE Secretariat. Progress against the national education sector plan is
assessed periodically at country level in a joint sector review, a thorough and inclusive
process involving all partners. GPE’s partnerships are rooted in mutual accountability. Every
partner must meet clear, specific goals and objectives, and GPE systematically measure the
impact of actions through a results framework.
Budget and financial resources:
GPE relies entirely on voluntary contributions for its funding. Its principal donors are
governments and a replenishment conference took place in Dakar, Senegal, in February 2018
where donor commitments to GPE reached 2.3 billion USD for the period 2018-2020. Denmark is
currently the fifth largest, only superseded by the EU, the UK, Norway and France.
Since 2003, GPE has provided approx. 4.7 billion USD in grants. As per its operational
model, these grants a locally managed by Grant Agents such as the World Bank (approx. 70
% of GPE’s portfolio). In parallel to grants, GPE requires beneficiary governments to
increase their domestic spending on education with a target of 20 % of their respective
national budgets.
6
To enhance its impact in partner countries, GPE uses a results-based funding model based
on two criteria:
1) Allocations are based on countries’ needs - based on poverty level, education vulnerability
and fragility;
2) Allocations are based on performance - eligible countries can receive 70% of their
maximum allocation based on a credible education sector plan endorsed by national and
international partners, the commitment to collect and analyze data to better manage their
education system, and an increase in domestic spending on education up to at least 20%
of the national budget. To receive the remaining 30% of the allocation, countries must
demonstrate significant results in equity, efficiency, and learning outcomes.
Key results achieved (current data available up until 2015):
Since GPE’s inception, it has approved 138 Program Implementation Grants, of which 66
are ongoing and 72 completed. GPE now has 67 partner countries and plans to increase to
89, and has allocated approx. 4.7 billion USD and disbursed approx. 4 billion of which
approx. 60 % are allocated to Fragile and Conflict Affected States (FCAS).
Since its inception in 2002, GPE has helped 72 million children into primary school. In 2015,
approximately 76 % of children completed primary school in GPE partner countries
compared to 63 % in 2002 and in 2015, 50 % completed lower secondary school compared
to 38 % in 2002. In 2015, 100 % of GPE partner countries report education key indicators or
have a good quality data strategy as part of their sector plans.
In FCAS, GPE has up until 2015 specifically supported the equivalent of 5.6 million children.
As an example, using GPE support Chad has set a strong example for GPE partner
countries by becoming the first GPE partner to include refugees in its transitional education
plan in 2013. GPE subsequently provided Chad with two grants to implement the education
plan (7.06 million UDS and 40.14 million USD for the period 2013–2016.) GPE has
supported Chad’s development of an education sector plan for the period 2017 to 2026. The
government’s approach has been to shore up the school system in the most troubled areas so
that affected populations would not feel abandoned in the context of severe national
spending cuts. This included payment of subsidies for community schoolteachers, school
feeding, micronutrients, and dignity kits for girls, and support for civic education, classroom
construction, latrines and water supply.
As a second example, since joining the Global Partnership for Education in 2004, Ethiopia
has received four grants totaling 337 million USD to support its General Education Quality
Improvement Program. Through GPE funding, more than 100,000 primary teachers and
17,000 secondary teachers have upgraded their qualifications.
4. Denmark’s key priorities and results to be achieved for the period 2018-2020
The OS 2018-2020 outlines three specific priority areas relevant to the mandate of GPE and
encompassed in the organisation’s own strategy ‘2020’. These priorities form the basis of the
Danish collaboration with GPE in which Denmark will seek to concentrate its efforts.
Ideally, the OS will be subject to a review prior to the formulation of the next GPE strategy,
which will include an assessment of the OS relevance vis-à-vis the upcoming GPE strategy
beyond 2020. As such, it will inform Danish priorities with regards to the next GPE strategy.
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Further to this, the assessment will also form the basis of an OS strategy, which will run in
parallel with the GPE strategy as recommended by the OS review.
4.1 Sustainable Development Goal (SDG) 4. Quality education for all - with a special focus
on girls – at the core of GPE’s business
SDG 4 is the overarching, strategic aim of GPE and of Danish education efforts in general.
It is unrealistic that SDG 4 is achieved within the period of this OS as well as the current
GPE strategy. Nonetheless, the aim is to take significant steps towards this achievement by
2030. GPE is uniquely positioned to lead on this as the largest fund dedicated to education
and with its record of achieving tangible results on the ground.
A key priority for Denmark is the ability to reach those most at need with the aim of leaving
no one behind and with a specific focus on marginalised groups, especially girls. Girls are in
the epicentre of Denmark’s priorities in GPE, because girls are much more vulnerable and at
risk of missing out on education than boys, especially in crises. Globally, the approx. 89.5
percent of all children are attending primary school (2017). Girls are 2.5 times more at risk of
not going to school in crises than boys. Cultural norms, lack of safety and inadequate
sanitation facilities at school as well as economic constraints are all contributing factors. Girls
in crises are at much greater risk of abuse and gender-based violence, forced, child marriage,
early childbirth and maternal death. The priority correlates well with GPE 2020 Goal 1,
which has a focus on improved and equitable student learning, especially for girls and
marginalised groups.
The World Development Report 2018 (World Bank) found that the international community
primarily has focussed its efforts on quantitative results, e.g. to get children into schools,
rather than on qualitative results, e.g. ensuring that children learn. As such, there is a need for
an even better correlation between the quantitative and the qualitative. GPE 2020 Goal 1 has
a good focus on this with the addition of a holistic approach to education, realising for
instance the importance of health and psychosocial wellbeing as prerequisites for fruitful
learning as well as the need to focus more attention on girls.
The generation of today and tomorrow are rapidly growing and without focussed efforts on
quality education, the current number of approx. 75 million children out-of-school will
continue to increase. This in turn will lead to potentially more instability via unemployment
and growing poverty, especially among the most marginalised. In particular, girls will be at
risk of early childhood marriage, Sexual Exploitation and Abuse (SEA) and a future void of
opportunities for a better, more sustainable, life. Further to this, many of the jobs of today
will disappear in light of technological advances such as robotics, which calls for a much
more educated workforce. Without quality education, many of those left without a job will
opt for migration. As such, SDG 4 is also closely linked to the achievement of all the other
SDGs and other Danish priorities such as combatting SEA and ensuring Sexual and
Reproductive Health Rights (SRHR). Education delivery to girls in particular does not only
provide them with better, future economic opportunities. It also contributes to better health,
more active participation in society, empowerment as well as better ability to choose their
own paths in life. Educated girls are often married later and get fewer and healthier children.
8
The achievement of SDG 4 is not just important for Denmark in terms of achieving a
sustainable world in balance, but ultimately in terms of global migration flows towards
Europe, including Denmark. With this OS as the vantage point, Denmark will hold GPE
accountable to its own Results Framework and the 2020 target of 65 % improved learning
outcomes in basic education in general and 50 % in FCAS in GPE’s partner countries.
In order to achieve this, Denmark will leverage its influence as the fifth largest donor.
Denmark will use its seat and active participation in the Finance and Risk Committee, which
operates as a critical accountant of the GPE. Denmark will advocate for an even stronger
focus on quality education via bilateral dialogue and its alternate board seat by ensuring that
programs aimed at quality rather than quantity are selected for GPE grants and support and
that strong GPE monitoring and evaluation tools are in place. Denmark will also advocate
for the exploration of new ways of reaching the most marginalised and hard-to-reach
children, for instance by the use of innovative technology. Finally, Denmark will work closely
with its donor group partner, Sweden, on a strong, common voice to this end.
Denmark will use its secondment to the GPE to pursue this focus on quality education,
especially in fragile and conflict-affected countries and for marginalised groups such as girls.
As such, Denmark will look into a shift in focus of the secondment to include especially
fragile countries on the African continent and in line with the Danish “World 2030” strategy.
The secondment will be responsible for not only adding value to GPE’s work on
marginalised groups on the African continent, but also to voice specific Danish interests and
priorities and in line with this influence the overall, strategic direction of GPE. In order to
ensure a viable workload and effective division of labour, MFA will consider a second
secondment and if so divide the secondments into an operational, technical-focussed and
strategic, policy-focussed one respectively.
Where possible, Denmark will include and share with GPE expert advice from Danish
representations where GPE is active in order to shape and inform GPE’s work, and
Denmark will seek to include input from Non-Governmental Organisations and Civil Society
Organisations under the respective strategic partnership agreements.
Finally, Denmark will work towards a greater inclusion in GPE’s work of new technology to
reach those in inaccessible areas and those most marginalised and use the MFA expertise
within for instance techvelopment.
4.2 A results-based, effective organisation with a strong risk management
GPE is already an effective organisation and considered by donors as key in efforts to
achieve SDG 4. GPE has since its inception expanded its portfolio significantly and as such
reached approx. 38 million additional girls with quality education. It has established itself as
the leading fond globally on education delivery with the inclusion of a wide range of
stakeholders from donor countries to CSOs and NGOs and the private sector. It has built a
capable secretariat to maintain and care for the 67 partner countries and laid the foundation
for continued growth of its reach and capabilities. It is the largest fund exclusively aimed at
education and the second largest financial contributor in terms of funding (second only to
the World Bank).
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However, the education agenda is chronically underfinanced and receives only approx. 3.5 %
of all humanitarian funding. Despite GPE’s successes, there is room for improvement. For
instance, GPE needs to strengthen its partnerships, especially at the country level. It needs to
adapt a more rapid response mechanism to deliver in fragile and conflict-affected states and it
needs to attract additional funding, especially from untraditional donors such as the private
sector. Finally, GPE needs to strengthen its approach to education delivery in the
humanitarian-development nexus and the operational model needed to support this.
GPE 2020 focusses in its Objective 3 and 4 on efficiency and a results-based approach and
they highlight the need for more efficient and effective support to the implementation of
national education sector plans and the mobilisation of more and better financing.
Denmark will through its seat in the FRC assist GPE in becoming even better at managing
risks. For instance, anti-corruption measures are important in ensuring GPE funds do not
end up in the wrong pockets. Denmark will apply its zero-tolerance policy whenever issues
arise at the GPE and ensure that the same standards are used by GPE.
The underfinancing of education requires GPE to not only advocate for more and better
support for education, but also the inclusion of new donors as well as increased domestic
spending. In February 2018, at the replenishment conference in Dakar and for the first time a
country from the Middle East (United Arab Emirates) as well as Senegal became a GPE
donor. GPE can build on this momentum and in the GPE 2020 Objective 4 indicator 26 sets
the target of 11.3 million USD in funding from untraditional donors by 2020. GPE will look
to its donors to help achieve this. Denmark could support this and for instance advocate for
GPE in high-level meetings. Denmark could also encourage the GPE to include potential
donors such as the private sector.
The future inclusion of new, untraditional donors will most likely not be enough to close the
financing gap for education. Denmark underlines the need to become even better at
documenting and reporting on the results achieved. Concrete, tangible results are a priority
for Denmark. Denmark is already pushing for a stronger focus on results and the
measurement of success. This is not only important in terms of domestic accountability of
Danish taxpayer money, but also in terms of generating further support to the GPE from
traditional and untraditional donors. Donors as well as partner countries need to witness that
investment in education matters and works as an enabler for positive change. GPE will need
to be even better at data collection on the ground. This is reflected in GPE’s Results
Framework (RF) under Objective 5 (e) indicator 37 and will be part of the RF of this OS.
Denmark’s alternate board seat is a strong platform for forwarding Danish views on the need
for an even more effective and results-based organisation. For instance, Denmark could base
its views on best practices from bilateral programs, for instance in Myanmar.
4.3 Expansion and deepening of GPE’s partnerships to better address education in the
humanitarian-development nexus, especially marginalised groups such as girls
Albeit, GPE is the largest fund dedicated to education, it is far from the only organisation
focussed on the agenda. The Education Cannot Wait (ECW) fund, which was established in
2016, is especially important, since its primary focus is on fragile and conflict-affected states.
10
GPE has traditionally focussed it operations on the longer-term development aspects of
education, while ECW is more short-term and as such, they are well suited to complement
each other.
Since its inception, GPE has shifted its focus and approx. 60 % of GPE partner countries are
now fragile and/or conflict-affected. To avoid duplication of efforts, it is key that GPE and
ECW work closely together, correlate and complement their efforts. As a donor of both
funds, Denmark is in a strong position to advocate an effective and strong working
relationship between the two. Denmark will use the synergy effect between GPE and its
partners to push for a strong, coordinated approach to education delivery for girls, especially
in crises. Girls are a primary focus for Denmark’s advocacy within GPE and in terms of
influencing other donors in the partnership to focus even more on girls’ education.
To provide quality education in fragile and conflict affected states is difficult due to a number
of issues such as inaccessibility, the ability to measure impact, sensitivities in working with
authorities or host governments etc. Nonetheless, the most marginalised and at-risk groups
such as girls are present here. As such, the demand for more and better interventions here are
urgent and has to be achieved via partnerships with education-focussed organisations already
active in the respective countries.
Denmark will also use its seat at the GPE board to advocate for an even stronger GPE effort
in the humanitarian-development nexus, and in line with Danish priorities in the World 2030
strategy. Denmark will use its secondment to GPE to find new and innovative ways of
reaching those most at need, for instance via the use of modern technology in education.
Denmark will consider earmarking future funding for humanitarian-development initiatives
and with a specific attention to girls. Denmark will seek to influence the next iteration of the
GPE strategy to include more on the humanitarian-development nexus and finally, Denmark
will advocate GPE on finding new partnerships, such as private foundations (currently no
private foundations are GPE donors).
5. Danish financial support to GPE
In February 2018, during the latest GPE replenishment conference in Dakar, Denmark
pledged an annual support to GPE in the period 2018-2021 of 300 million DKK. All Danish
funds to GPE are un-earmarked and pending the approval of the Parliament and subsequent
inclusion in the Finance Act. Specified in the below table are the distribution of funds:
The Danish contribution also includes the continuation of a seconded expert to GPE in the
four-year period.
6. Key strategic challenges, opportunities and reform efforts
1. The global education agenda faces a chronic funding gap. According to GPE’s own
analysis, 39 billion USD is needed to provide quality pre-primary, primary and secondary
education to all children by 2030. Almost 90 % of the cost of education in developing
2018 2019 2020 2021
300 mil. DKK 300 mil. DKK 300 mil. DKK 300 mil. DKK
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countries with low and low-middle incomes is met by the countries themselves. This still
leaves a funding gap that needs to be filled by traditional donor and other sources of
funding. Despite the recent replenishment in Dakar, since 2010 donor aid has decreased
every year in this sector. In comparison, since 2008 donor investments in health have
risen 58 % while investments in education has dropped by 19 % - despite education being
vital to support awareness of health issues.
2. GPE is now the largest Financial Intermediary Fund (FIF) at the World Bank. In 2018,
the Board will likely decide on the future institutional arrangements of the GPE.
Currently, two options are being outlined by the secretariat. 1) GPE will remain at the
World Bank, but will renegotiate its terms. This is closely interlinked with the ongoing
Trust Fund reform process at the Bank. 2) GPE will detach from the Bank and become
an independent, legal entity. Both options will potentially have an impact on GPE’s
operational model and modus operandi.
3. The emergence of new organisations focussed on education, such as GPE’s sister-
organisation Education Cannot Wait (ECW) and the incumbent International Finance
Facility for Education (IFFEd), might fragment the education architecture leading to
donor fatigue. It will be crucial to ensure that organisations involved in the education
agenda complement and support each other rather than duplicate efforts.
7. Risks and assumptions
Denmark is through its seat in the Finance and Risk Committee well placed to keep track
of any substantial risks having a potential negative impact on GPE operations and a front
row ability to help mitigate these. To provide an overview of the most significant risks
identified, a matrix is provided below:
Risk matrix:
Type of risk Context Ways to mitigate Impact
Institutional The effective and efficient delivery
of GPE support at country level is
dependent on external agents (such
as Local Education Groups), since
GPE does not have a permanent
field presence in partner countries.
Hence, the establishment and
maintenance of these relations are
key to GPE success.
Through its Board and FRC seats,
Denmark is well placed to
continuously keep the GPE
Secretariat accountable to its
Effective and Efficient Partnership
Strategy, which underlines the
importance of strong partnerships
with key stakeholders at country
level, including to develop better
relations to local education
ministries, education groups etc.
Medium
Institutional Implementation of the
Organisational Strategy and the
recruitment, and periodical
supervision, of a qualified secondee
to GPE relies on adequate MFA
resources
Ensure that sufficient resources in
terms of manpower is allocated by
senior management and dedicated
to the implementation of the
strategy as well as the recruitment
of the secondee
Low
Financial To achieve SDG 4 by 2030,
additional funding from both
donors and beneficiary countries is
required
Denmark can support GPE in
reaching its financial targets by
high-level advocacy for the
partnership, especially vis-à-vis
untraditional donors in order to
attract additional funding
Medium
Programmatic GPE programmatic focus on GPE needs to continuously build Low
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fragile and conflict-affected states
potentially inhibits reaching the
most marginalised such as girls
and maintain strong partnerships at
country level to enable effective
and efficient delivery. GPE could
also mitigate the risk by applying
new and innovative ways to
support delivery, for instance by
using technology
Programmatic Approx. 60 % of total GPE
funding is invested in fragile and
conflict-affected states without a
permanent GPE country level
presence. GPE relies on
partnerships to implement its
funding and conduct M&E
The GPE Effective and Efficient
Partnership strategy, 2017, and its
implementation will be monitored
by MFA. The strategy will be
supplemented by a GPE review of
its partnerships in 2019 in order to
mitigate the current challenges and
risks associated with GPE’s
operational model
Low
8. Implementation arrangements and plan
GPE is a fund and a partnership between donors. As such, Denmark’s ability to influence
the direction and operating model of GPE is limited to its seat at the board, at the FRC
and through its secondment. MFA will need to deliver the bulk of the priorities in this
OS, primarily via its active participation at the board and the FRC.
Most of the Danish efforts will as such rely on advocacy and high-level policy dialogue,
but it will be supplemented by the continued secondment to the GPE and could be
underlined through Danish earmarking of funds.
Implementation arrangements matrix:
Task Responsibility Responsible entity(-ies)
Represent Denmark at the
GPE Board
Twice annually actively
participate in the GPE Board
as part of the Denmark-
Sweden constituency and
forward Danish positions
MFA – Department of
Multilateral Cooperation and
Climate Change
Represent Denmark at the
Finance and Risk Committee
Twice annually actively
participate in the GPE Finance
and Risk Committee meetings
and prepare submissions to
the GPE Board
MFA – Department of
Multilateral Cooperation and
Climate Change
Advancement of specific
Danish priorities
Continuously work for GPE
inclusion of specific Danish
priorities such as girls
education in fragile and
conflict affected states in the
African continent
Combined responsibility of
the MFA, the Danish
secondment to the GPE and
high-level representatives such
as the Minister for
Development Cooperation
Support the successful
achievement of the GPE
‘2020’ strategic plan
As donor support GPE in its
efforts to achieve the GPE
‘2020’ strategic plan through
active engagement in ongoing
GPE business such as the
MFA – Department of
Multilateral Cooperation and
Climate Change. If necessary
this could be supported by
high-level representatives, for
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planned analysis of GPE
Institutional Arrangements
instance in terms of advocacy
for increased support to the
partnership
Ensure and highlight
Denmark’s position as a lead
donor on education
Continuously work on
expanding and developing
Denmark’s position as a lead
donor on education, for
instance by participation in
high-level events, innovative
approaches to delivery of
education, establishment of
new partnerships etc.
MFA – Department of
Multilateral Cooperation and
Climate Change in
combination with the Danish
secondment to GPE as well as
through inclusion of high-level
representatives to showcase
Denmark’s position
Implementation plan matrix:
2018/Q3 Renewal of Denmark’s secondment to GPE
2019/Q1 Consultations with GPE Secretariat on progress
2019-2020 Active involvement in drafting of new GPE strategy
2019/Q3 Stock-take on relevance of GPE Organisational Strategy
2019/Q3 Assessment of performance of Danish secondment with possible adjustments
based on findings
2020/Q1 Preliminary assessment of GPE Organisational Strategy in preparation for
possible external review
2020/Q1 Consultations with GPE Secretariat on progress
2020/Q3 Possible review of GPE Organisational Strategy
2020/Q3 Preparation of new GPE Organisational Strategy to draw on new GPE strategy
once completed Q3/Q4 2018
Annex I: OS Results Matrix
According to the MFA multilateral guidelines, the results matrix is based on GPE’s own
Results Framework, with selected indicators and results covering the selected priority
areas of DK’s particular interest:
Indicator Expected Result 2020
SDG 4
Quality education for all
Proportion of
developing country
partners showing
improvement on
learning outcomes
Overall: 65 % (from 54
%)
FCAS: 50 % (from 33
%)
Focus on results Proportion of GPE
Secretariat staff time
spent on country-facing
functions
50 % (from 28 %)
Organisational effectiveness and
results-based operating model
Proportion of results
reports and evaluation
reports published
against set targets
100 % (from N/A)
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Increased funding for GPE Funding to GPE from
non-traditional donors
(private sector etc.)
11.3 million USD
(from 5.0 million USD)
Reaching the most marginalised Proportion of children
who complete (a)
primary education; (b)
lower secondary
education in Fragile
and Conflict-Affected
States (FCAS)
74.6 % (from 68.1 %) –
primary education
45.4 % (from 41.1 %) –
secondary education
Focus on girls Out-of-school girls of
lower secondary school
age
30.2 % (from 35.3 %)
Annex II: GPE visualisation of support to SDGs
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