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Udenrigsudvalget 2014-15 (1. samling)
URU Alm.del Bilag 110
Offentligt

Strategy for Denmark’s

Engagement with the Global

Partnership for Education (GPE)

2015-2016

January 2015

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Content

Content ........................................................................................................................ 2

1. Objective and priorities............................................................................................... 2

2. The organisation ........................................................................................................ 4

2.1 Denmark’s corporation with GPE ............................................................................. 6

3. Key strategic challenges and opportunities .................................................................... 7

3.1 Relevance to international development ................................................................... 7

3.2 Synergy with Danish development priorities ............................................................. 7

3.3 Results and performance ........................................................................................ 8

3.4 Challenges and risks .............................................................................................. 9

4. Danish priority areas and results to be achieved .......................................................... 11

4.1 Follow-up on Danish priorities ............................................................................... 12

4.2 Monitoring and evaluation .................................................................................... 13

5. Budget ................................................................................................................... 14

6. Summary results matrix ........................................................................................... 14

Annex 1: Strategic plan ................................................................................................ 17

Annex 2: Governance structure ..................................................................................... 19

Annex 3: Previous Danish contributions .......................................................................... 20

1. Objective and priorities

This Strategy for the cooperation between Denmark and the Global Partnership for Education

- GPE - forms the basis for the Danish contributions to GPE, and is the central platform for

Denmark’s partnership with GPE. Within the overall framework of GPE’s strategic plan 2012

– 2015, adopted by the GPE Board of Directors in July 2012 the organisation strategy outlines

Danish priorities for GPE’s performance, including the specific goals and results Denmark will

pursue in its cooperation with the organisation in the period 2014-2016. The current GPE-

strategic plan covers 2012-2015, whereas the Danish organisation strategy covers the period

2015 – 2016, which will provide for the next Danish strategy (2017 – 2021) to take its outset in

the first year of the next GPE strategic plan covering the period 2016 – 2020.

The overall Strategy for Denmark’s Development Cooperation,

The Right to a Better Life,

states

that Denmark will strengthen its cooperation with the multilateral organisations and channel

more funds to the social sectors through the multilateral system to promote Danish

development policy objectives. This is based on the analysis that the multilateral organisations

have important comparative advantages, especially within setting norms and promoting

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universal human rights. As a multilateral platform promoting quality education for all by

mobilizing resources and working to promote dialogue and coordination among partners GPE

plays a key role in securing the access and right to education for all children. This is fully in line

with Danish development priorities where social progress including education is stated as

“crucial for human development and for enabling people to fight their way out of poverty and marginalisation and

to exercise their rights”.

The present strategy will outline the Danish corporation with GPE when

applying a human rights-based approach (HRBA) as described in the Right to a Better Life.

The following 4 areas have been identified as key Danish priorities in the corporation with

GPE 2014-2016:

Promote the right to quality education

Support the focus on support to quality education in fragile context

Strengthen efficiency and effectiveness of GPE, including institutional reform

process

Strengthen anti-corruption efforts

The two following sections will provide the background for the relevance of the selected areas

by first describing GPE and the Danish corporation with the partnership, and afterwards

analysing the strengths, challenges and risks of the work of GPE. Section 4 goes in depth with

the 4 Danish priority areas and outlines the tools of follow up on these. Section 5 presents a

budget for future Danish support to GPE and finally section 6 outlines a results matrix with

specific outcomes and indicators

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2. The organisation

Basic facts

GPE is a multilateral partnership that coordinates global efforts to deliver good quality

education to all children, prioritizing the poorest and most vulnerable. GPE provides support

to National Education Sector Plans as co-financing to other partners’ investments in the

education sector.

GPE, the former “Fast Track Initiative-FTI”,

GPE

has since 2002 evolved from a relatively small

Established

education-focused trust fund in the World Bank

contributing to 7 developing partner countries

Country Offices

to cooperation with 59 developing partners, an

Human Resources

increased group of both bilateral and

multilateral donors and involvement from key

partners from both CSO, the private sector and

foundations. The GPE has become the leading

Financial resources,

organisation for targeted support to the

USD mil (ultimo

education sector and the main partner for

2013).

developing partner countries’ National

Executive Director

Education Sector Plans as well as lead

organisation for fundraising to education. The

Executive

Board

latest pledging conference in Brussels in June

(Board of Directors)

2014 raised significant amounts from both

Sessions

traditional donors but also from the partner

countries themselves with commitments to

Denmark member

education in an unprecedented manner showing

of BoD

strong national support to the education sector

and the important value of education for sustainable development.

2002

Washington DC

None

66 incl. 1 Danish

employee

(August

2014)

Core:

3,457.5

Earmarked: 0

Alice Albright

June/ November

Since 2007

Although the Strategic Plan is for the period 2012 to 2015, the Global Partnership's vision,

mission, and strategic goals extend further into the future and will contribute to any

international commitment to development beyond the MDGs. As a consequence the Strategic

Plan is comprised of four longer-term Strategic Goals, and within the framework of these it has

five Objectives to be achieved by 2015. For an outline of the Strategic Goals and the

Objectives, see Annex 1.

Governance and administration

Demand for GPE-support in developing partner countries has increased significantly over

recent years and GPE has, due to its rapid partner increase and development, had to reform

accordingly. The organisation was evaluated in 2010 where structural governance reforms as

well as administrative reforms were recommended and subsequently implemented. GPE is

currently located in the WB as a Financial Intermediary Fund – FIF - and the WB is therefore

the Trustee and the host of the organization.

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The governance structure of GPE is constituency

Box 1: Board of Directors:

based. 19 voting members sit on the Board of

Directors and represent a constituency consisting

Developing country partners: 6 seats

of a larger group of countries, agencies or

Multilateral agencies: 3 seats

organizations. GPE has, through its partnership

Donor partners: 6 seats

structure, a balanced governance structure where

Civil society and teachers: 3 seats

the developing partners (currently 59 countries)

Private sector and foundations: 1 seat

play a prominent role. To keep the balance

between the donor partners a discussion has

recently been initiated in order to assess if there is a need to change the membership of the

donor constituencies in order better to reflect and balance the financial size of the different

donor partners. The Board of Directors meets twice a year in a face-to-face meeting which may

be supplemented with additional meetings if needed. In February 2014 the former Australian

Prime Minister, Julia Gillard, was elected Chair of the Board. For an overview of the

governance structure, see Annex 2.

In response to a fast growing portfolio and amplified mandate the GPE-secretariat has grown

over the years and increased the administrative and operational capacity. The secretariat has

currently 66 employees led by CEO, Ms Alice Albright, appointed in January 2013. The CEO

has introduced efficiency reforms and a restructuring of the secretariat reflecting increased

efforts in order to further support the developing partner countries by strengthening of the

secretariat’s “Country Support Team” as well as strengthening of the secretariat’s fund raising

and innovative efforts.

Operational focus

The point of departure is respect for and strong promotion of a country-led process that

supports developing country partner governments to plan effectively for results, take the lead

on delivery, and effectively manage their finances while being supported by predictable and

timely disbursements from donor partners. GPE’s strong focus on viable and comprehensive

National Education Sector Plans (NESP), as the basic requirement for receiving financial

support from GPE, has played a significant role in harmonising and coordinating support at

country level and has paved the way for reduced transaction costs for the partner countries as

well as for donors. GPE see its role as contributing to national processes and does thus not

implement “stand alone” programmes nor does GPE implement or monitor GPE’s financial

support directly.

One of the key components in the planning and implementation of GPE support at country

level is the cooperation with the Local Education Group (LEG). A LEG is a forum for all

stakeholders in the education sector. Ideally it is led by the national government (e.g. Ministry

of Education) and may be composed of donors and donor agencies, multilateral organisations,

teacher’s organisations, CSO’s and private sector partners involved in the education sector.

Normally the partner country is entrusted with the implementation of the programme and

accompanied by one of the developing partners acting as a so called Supervising Entity. In

fragile situations and conflicted affected states, where there might not be government entities

that can carry the task of implementing a donor agency can serve as the implementing agency

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or so called Managing Entity. This modality paves the way for maintaining the GPE secretariat

as a lean and relatively small organisation.

Financial situation

GPE is funded by donor countries and private sector contributions, and has seen significant

increase in funding over the years. Ensuring stable and predictable funding however remains a

challenge including ensuring increased commitments from the private sector and private

foundations, which are active in the partnership but where there is a considerable potential for

scaling up financial support to education, as well as maintaining and possibly increasing

allocations from partner countries domestic resources.

GPE focuses its resources on cooperation with the

poorest countries, including fragile and conflict-

affected states. Over the years GPE has broadened its

cooperation and is presently active with providing

support to around 60 countries. In order to manage

the increasing pressure on GPE’s resources, and to

establish more clarity regarding the criteria for

eligibility for GPE funding, the GPE Board of

Directors approved in February 2014 the structure

for a new funding model. The model maintains a

clear poverty focus with a weighted index combining

poverty, vulnerability of the education sector and

fragility. In order to avoid a situation where very large countries might receive a substantial

share of GPE’s available resources, the model entails a cap on the maximum country allocation.

The new funding model furthermore focuses on results based allocation of funding with a fixed

and a variable tranche with the latter focused on incentivizing and rewarding the delivery of

results.

2.1

Denmark’s corporation with GPE

Denmark has over the years been increasing its contributions to GPE and is currently (2014)

the third largest donor. The Nordic/Irish constituency is all together the largest donor to GPE.

Since joining the partnership in 2007 Denmark has participated actively in developing the

organisation and its policies. Denmark is a member of the Nordic/Irish constituency and

currently serves from 2015 as a full board member representing the Nordic-Irish constituency.

Denmark has participated in a range of working groups such as the Strategic Working Group

developing the first GPE-Strategic Plan 2012-2015 and is presently member of the strategically

important coordinating (Executive) committee, established in January 2014. For an outline of

the Danish contributions to GPE, see Annex 3

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3. Key strategic challenges and opportunities

3.1 Relevance to international development

The importance of quality education is widely recognised as a central element in obtaining

human rights and as the foundation for sustainable development, the promotion of human

development, economic growth, job creation, good governance as well as peace and security.

Free compulsory quality education is key and central for the realisation of all development

priorities and an especially determining factor in the fight against inequality and poverty.

Even though there has been some progress globally in providing access to education for more

children and in achieving MDG 2 on universal primary education, it is acknowledged that it will

not be possible to reach the MDG 2 target of universal primary education. Worldwide more

than 57 million children are still out of school. Furthermore it is assessed that at least 250

million children attend school without learning anything due to e.g. lack of basic learning

materials or lack of qualified teachers. Most interventions have been focused on getting more

children to school while the content and the quality of the education have not received the

same attention. Marginalised children, often girls and children living in fragile contexts and/or

in countries of war and humanitarian crisis are the ones left behind without access to education.

Those children are also the hardest to reach and therefore often neglected.

In a future perspective with fast growing and changing societies and rapidly developing

economies combined with the largest child and youth generations in history the right to free

quality education becomes even more essential. Globalisation, demographic development,

climate change, knowledge based societies and changing patterns of inequality result in new

demands for and high expectations to achieve education including quality and relevance.

Investing in quality education must be sensitive to all these aspects and strategies for quality

education must respond to local needs and at the same time enable children to become global

citizens.

3.2

Synergy with Danish development priorities

Support to GPE is aligned with “The Right

to a Better Life” and its human rights based

Denmark supports GPE because

approach. The mission of GPE is: “A

good



It works to promote quality

quality education for all children, everywhere, so they

education, including education in

fulfil their potential and contribute to their societies”,

fragile and conflict affected states

and the vision is:”

To galvanize and coordinate a

global effort to deliver good quality education to all

and girls’ education.

girls and boys, prioritizing the poorest and most



It is able to engage broadly with

vulnerable”.

Quality education is a basic human

many different partners.

right and fundamental for achieving the



It is aligned with Danish

MDGs and sustainable development in

development policies and its

general. GPE plays an important role in

human rights based approach.

realizing the goal of ensuring equal access for

It is aligned with Danish development

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boys and girls to quality education. GPE is a strong alternative to bilateral interventions and

provides for aligned and harmonised support to education in a broad range of developing

countries, including fragile and conflict-affected states, where the needs for support in the

sector are most urgent and the problems are the largest. GPE has thus proven to be an efficient

and effective way for Denmark to support quality education.

The Right to a Better Life states that Denmark will work to

“Ensure that our development cooperation

is based on the aid effectiveness principles of ownership, harmonisation, alignment, results and mutual

accountability”.

Aid effectiveness is built into the GPE model and the partnership has shown

strong commitment to these principles by having all GPE partners agreeing on five core

principles: i) Country ownership ii) Alignment iii) Harmonization iv) Managing for results and

v) Mutual Accountability). These principles are the foundation for GPE interventions and aim

to ensure that GPE’s support to the education sector is effective and lead to sustainable results.

Building stability and reconstruction in fragile and conflict affected states are central Danish

development priorities. Efforts through multilateral organizations and platforms are seen as key

instruments to achieve this. Access to quality education is a crucial element and steppingstone

for the longer term development in fragile and conflict- affected states. GPE´s strong focus on

fragile and conflict affected states and the support to develop and implement education plans in

these states are therefore in line with the

Danish Policy Towards Fragile States 2012-2015.

Danish cooperation with GPE also offers synergies with the work of UNICEF on education

since UNICEF also forms part of the GPE Board of Directors. Denmark works to ensure

coordination and collaboration among all partners incl. UNICEF and to create coherence on

the Danish priorities within this field.

3.3 Results and performance

GPE provides support to National Education Sector Plans – NESPs - basically as co-financing

to other partners’ and the country´s own investments in the sector. It can therefore be difficult

to attribute specific results as a direct consequence of GPE funding. However, there is strong

evidence that GPE support makes a difference and produces results. One very important result

which is strongly linked to GPE’s funding requirements is the fact, that all 59 developing

partner countries today have developed stronger, comprehensive and more viable NESPs. A

NESP endorsed by the Local Donor Group and quality checked by the GPE which is a

fundamental requirement for a country to be eligible for funding.

Specific results with direct linkage to GPE financial support include: Since 2003 GPE partners

have helped to get nearly 22 million more children in school, including 10 million girls. The

literacy rates for youth between 15 and 24 years old in GPE partner countries increased from

77% in 2000–03 to 81% in 2007–10. This rate has grown more rapidly in conflict-affected GPE

countries, from 56 to 69%. In 2011, 72% of girls in GPE countries finished primary school

compared to 55% in 2002. Since 2004, GPE funding has contributed to train about 300,000

teachers. Since 2004, GPE has contributed to build, rehabilitate and equip close to 53,000

classrooms and to purchase and distribute about 50 million textbooks. GPE has allocated more

than US$3.65 billion in financial aid to education between 2003 and 2013. In 2011, 20 GPE

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partner developing countries have achieved gender parity in enrolment, or have more girls than

boys in school. On average, domestic financing for education as a share of the Gross Domestic

Product (GDP) in partner developing countries increased by 10 percent after joining the

partnership.

GPE benefits from increased political profile and enjoys respect within the organizations

dedicated to education as well as in the developing partner countries for being a strong,

harmonized and aligned support to the education sector. With the new leadership and with the

current GPE Strategic Plan further positive profiling has been added.

GPE is not covered by the MOPAN-process, but Dfid has included GPE in its Multilateral Aid

Review – MAR (bilaterally conducted by Dfid) where the GPE has been assessed in 2011 and

in 2013 with an overall score of 3 (Good Value for Money) where 4 is the highest, and with the

comment: “GPE has made progress against all reform priorities. Progress includes expanding

and improving quality of support to countries; increasing efficiency, transparency and

predictability in financial management; and publishing consolidated reporting on results.”

GPE was also mentioned in the High-Level Panel report on the Post-2015 agenda as the

example of a Multistakeholder Partnership in Practice for Delivering quality Education. The

same report highlights that “GPE is single-sector (education) but shows how collaboration can

bring better results. Similar models might prove useful in other areas.”

GPE is mentioned in the Danish ”Multilateral Analysis” as one of the multilateral organisations

that are strategically important for Danish development policy and with the potential that

justifies increased financial support. The Multilateral Analysis also recommends increased

support to organisations through “Multilateral Advisors” where GPE could be of particular

interest for this kind of support. Consequently Denmark has in 2014 seconded a senior

employee from the MFA as Senior Policy Advisor to GPE for an initial period of 2 years.

3.4 Challenges and risks

Ensuring long-term predictable and stable funding for GPE

GPE mainly mobilizes funding through “pledging conferences”. While this can be a good

strategy in terms of rallying all potential donors and creating momentum it can imply a risk in

the sense that donors may pledge but not actually deliver on their pledge thus undermining the

stability and predictability of funding. Broadening the donor base, including stronger

participation from the private sector and increasing allocation from national resources in

partner countries, also remains a challenge.

Ensuring strong implementation mechanisms at country-level

GPE has become a considerable source of funding for the education sector in several

developing partner countries. However, it’s neither the intention that GPE shall replace nor

crowd out bilateral or other multilateral funding to the sector. The original intention of GPE

(the former FTI) being a catalytic fund is still maintained, and GPE financial support shall

therefore preferably be seen as additional to other donor funding as well as national funding to

the sector. Normally the GPE financial support is allocated in support to the NESP together or

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as co-financing with funding to the NESP from the Supervising Entity - SE which is one of the

partners from the LEG. The SE assumes the day to day monitoring and supervises the GPE

funded activities in parallel with the monitoring of the SEs own resources to the sector.

The LEG ensures close coordination at country-level, and the implementation model with the

partner country in the driver’s seat ensures national ownership. With the gradual withdrawal of

bilateral donor agencies from support to the education sector there is a potential risk that, over

time, there will not be the critical mass of partners to engage in the education sector at the local

level. This might affect the dialogue and also the operational model with a donor partner acting

as SE as described above. This issue is of concern and as there is little expectations that the

future will bring in a larger group of bilateral agencies in support to education at the country

level, alternatives to the Supervising Entity´s operational modality have to be considered.

However, despite bilateral withdrawal from direct sector support at the local level a range of

partners, especially multilateral partners maintain support to the sector at the local level and

increased collaboration is an option. Currently the main partner acting as SE is the World Bank

due to its presence in basically all developing partner countries.

In the longer term the operational risk of “weak” LEGs might have an impact on GPE’s

support modalities. Discussions on how to handle this issue will have to continue within the

BoD and its committees. If monitored and managed well the impact is assessed to be relatively

low.

Future administrative arrangement

The FTI (now GPE) was established as a trust fund in the World Bank and has maintained the

Bank as trustee for the fund as a Financial Intermediary Fund (FIF). However the GPE has

grown as organization and has developed its own strategic plan, funding model etc., and

therefore seeks a higher degree of “independence” compared to a “standard” FIF arrangement.

With the increasing independent profile of GPE and the need for GPE to ensure the necessary

flexibility in its work concerns about the original arrangement, including the somewhat

cumbersome procedures of the Bank, has been raised. To assess possible alternatives a

“Hosting Review” was conducted by an independent consultant. The consultant recommended

continuing the hosting arrangement with the World Bank but to negotiate more independence

including full independence concerning human resources to the secretariat. The discussion

about a future independent status, however, remains ongoing. A revised hosting arrangement

with the World Bank is being negotiated in order to ensure more independence to the GPE

leadership and the secretariat as a whole.

The continuation of the hosting arrangement with the World Bank is being contested and could

potentially lead to either the secretariat seeking full independence or the World Bank not being

able to continue to host the organisation, which might lead to significant transaction costs in

changing the organisational setup. The immediate response to the difficulties with the hosting

arrangement should be to negotiate more independence from some of the cumbersome

procedures of the World Bank and more independence concerning e.g. human resources to the

GPE-secretariat. If this expected increased independence proves viable it would not be

advisable to move GPE out of the WB for the time being. The relationship/hosting agreement

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with the WB will be monitored and evaluated by the Board. This “institutional risk” may at the

current stage be defined as low.

4. Danish priority areas and results to be achieved

The Danish support to GPE contributes to the implementation of the “The Right to a Better

Life” and the organisation strategy for GPE is focused on key elements of “The Right to a

Better Life” including the promotion of a human rights based approach to development

cooperation and ensuring a stronger focus on support to quality education in fragile and

conflict-affected states. Denmark will focus on supporting GPE in remaining a strong and

participatory partnership with aligned and harmonized operational modalities as well as being a

strategic partner in the education dialogue, fund-raiser to quality education and advocate for

and support to quality education in the post-2015 framework.

The GPE board and secretariat will soon begin the development of a new strategy for 2016-19.

The new strategy is expected to reflect the post-2015 priorities on education. Overall it is

expected that GPE will maintain its present operational focus. However a number of aspects

will be discussed. These include a possible role for GPE in humanitarian situations, greater

emphasis on vocational training and greater focus on early childhood.

Denmark is fully committed to the priorities in the GPE Strategic plan 2012-2015 and will

especially support GPE in delivering on the following four Danish priority areas:

1. Promote the right to quality education

Ensuring the right to quality education is a key objective and impacts on a broad range of

development objectives and goals. Ensuring equal access for both girls and boys; focus on

quality education providing the basis for life-long learning will be central in the dialogue with

GPE both at country level, at headquarters level and in the GPE Board of Directors. Where

relevant and possible, e.g. through dialogue with GPE partner governments, GPE can work for

inclusion of technical and vocational training in national education sector plans. Where

technical and vocational training is included in national educations sector plans, Denmark can

work for them to be prioritized for support by GPE. Furthermore the broad participatory

partnership with involvement of all stakeholders including Civil Society and the strong country

ownership will remain important elements together with a strengthened focus on gender

equality in partner countries and in the GPE-supported activities including stronger focus on

vulnerable and excluded groups. The rights based approach is central to Danish development

cooperation. Denmark encourages GPE to actively promote the human rights aspects in its

work, in order to support and build on the normative framework of the right to education.

2. Support the focus on support to quality education in fragile context

Denmark will remain an active and vocal voice in ensuring the best and most efficient

interventions in fragile and conflict-affected states. Part of this include promoting a strong

dialogue between the GPE-secretariat and local authorities, LEG and education cluster with the

aim to secure that all relevant partners are included in the dialogue at country level and that the

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particular situation in a given country is thoroughly assessed in order to select the optimal

organisation of the work in the education sector.

3. Strengthen efficiency and effectiveness of GPE, including institutional reform

process

Denmark will support the ongoing reform process both within the organization as well as

within the overall governance of the partnership. The constituency structure of GPE is due for

revision due to the increased number of especially developing partner countries. The equal

participation of all partners is central to the legitimacy and effectiveness of the partnership, and

the voice and representation of all members should be taken into account in this coming review

of the governance structure. It is important that each constituency also prospectively is able to

represent its members and to act on their behalf at the Board of Directors.

Furthermore Denmark will support the GPE secretariat to keep focused and to work according

to the stipulations in the GPE-strategy implementation plan including a stronger focus on

working aligned and harmonised. The implementation of the new funding model as well as

GPE´s increased efforts in fragile states will be focus areas for Danish support. Regarding the

new funding model it is a key priority that it maintains a strong focus on the quality of the

NESPs to make sure there is a strong framework for implementation of the funds.

4. Strengthen anti-corruption efforts

Denmark will work for continued efforts by the GPE-secretariat and all other partners

(supervising entities and managing entities etc.) to maintain a strong focus on the monitoring

and correct use of GPE-funds. Due to the nature of the partnership the efforts against any

forms of corruption will only be successful if all partners participate actively, and Denmark will

work to ensure the continued commitment from all partners. Denmark will also engage with

the secretariat to secure even stronger and more transparent anti-corruption policy and

guidelines.

4.1 Follow-up on Danish priorities

Through the membership of BoD and

ongoing dialogue with GPE, Denmark will

follow the progress on both the Danish

priority areas and the priorities outlined in the

GPE Strategic Plan closely.

Denmark will follow-up by



Monitoring and reporting on Danish

priority areas

Actively participating in the Board

Undertaking a midterm review of the

Danish Organisation Strategy

To support the frameworks of GPE and not

create administrative burdens Denmark will,

use the monitoring and reporting framework

of GPE, including the financial reports. In

order to facilitate the dialogue on the Danish

priority areas a number of outcomes and indicators mainly based on GPE´s indicator

framework have been selected for the Danish monitoring framework. See section 6.

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In coordination with other partners and the GPE Secretariat Denmark will undertake a

midterm review to assess progress in pursuing the goals and key priorities defined in this

organization strategy as well as challenges, development in risk factors and possible needs for

assessment.

4.2 Monitoring and evaluation

In consultations with all partners, an Implementation Plan for the Strategic Plan 2012-2015 has

been developed. The Implementation Plan outlines the core outcomes and actions required to

make progress against the five Objectives and it aims to create collaboration among partners on

the realization of the Strategic Plan. It is expected that all partners will support the

Implementation Plan as a whole and choose to “opt in” to key areas of interest. The active

participation of all partners is key and will also be an indicator of the success and value-added

of the Global Partnership.

The plan includes an indicator framework (based on national indicators in partner countries) in

order to closely monitor results, impact and overall development of the strategy. For that

purpose an annual results report is developed by the GPE-secretariat and presented to the BoD

and more broadly.

GPE’s Monitoring and Evaluation Strategy is based on transparency and accountability and

helps to:



Evaluate the education objectives of the developing country partners (stipulated in

NESPs) Assess the impact of the education programs and activities supported by GPE.

Furthermore the GPE Secretariat is undertaking the following activities to evaluate and

monitor the progress in the field of education:



Results for Learning Report. This annual report presents education results achieved in

partner countries, identifies emerging issues, and highlights the overall impact and value

added of the Global Partnership.



Data. Education data from developing country partners is presented and is available

online. Data is visualized in charts and the full datasets are available for download. The

datasets are based on 57 education indicators including learning outcomes, domestic

financing, external financial support, composition of local education groups and Joint

Sector Reviews, and aid effectiveness.



Independent Evaluation of GPE. An external evaluation of GPE is underway. The final

report is expected in 2015.

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5. Budget

The budget for future Danish support both within the current strategy and beyond will consist

in an increase in 2015 to a total of DKK 400 million annually. The table below shows what has

been budgeted for in FFL 2015-18. These amounts are subject to the annual approval of the

Finance Bill.

2014

350

2015

400

2016

400

2017

400

2018

400

All figures for 2015 – 2018 are preliminary and subject to parliamentary approval

6. Summary results matrix

The matrix below outlines the Danish priority results and a related set of outcomes and

indicators. Where possible the outcomes and indicators are based on those from the

Implementation Plan. Otherwise they are based on the overall goals in the strategic plan 2012-

2015, policies of GPE and Danish development priorities

In cases where the Danish priority results will not be part of the general reporting and

communication from GPE Denmark will request the assistance of the Secretariat in order to

verify progress made. This will however, be limited to assistance concerning very specific

information.

Danish Priority Result 1: Promoting the right to quality education

Outcome

Indicator

Remarks

GPE

strengthens

its How outspoken the rights Denmark actively seeks to

orientation towards education aspect

the promote a rights based

as a human right.

communication

and approach and wishes to see

publications from GPE.

GPE

develop

this

direction.

GPE strengthens its efforts to Countries, bilateral programs Reaching

the

most

secure the right to quality and NESPs show evidence to marginalized is central to the

education for all children, improve access and learning rights based approach.

including

the

most outcomes of the most

marginalized.

marginalized, in particular

children with disabilities.

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Danish Priority Result 2: Support the focus

context

Outcome

indicator

More effective GPE support Report on the

of fragile and conflict- of

the

affected states (FCAS)

Framework by

2015

on support to quality education in fragile

Remarks

effectiveness The indicators and outcomes

Operational are based on the framework

first quarter in the Implementation Plan.

Greater and more consistent

engagement

from

the

Secretariat for FCAS

Impact of GPE in fragile

states assessed in GPE impact

evaluation

Greater alignment of funding

and policy dialogue in

support

education

planning and implementation

in FCAS

Operationalize, review and

assess the provision of up to

20 percent of indicative

allocation amounts to fragile

and conflict-affected states on

urgent

basis,

with

benchmarks developed to

monitor implementation -

Evaluation report prepared by

first quarter 2015

Undertake research designed

to identify how Education

Cluster

and

associated

humanitarian actors can work

effectively

with

development

actors-

Dissemination of the findings

by first quarter 2015

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Danish Priority Result 3: Efficiency and Effectiveness of GPE, including institutional

reform process

Outcome

GPE partners engaged in the

delivery and monitoring of

the implementation plan and

reporting on its effectiveness

Indicator

Reporting from Secretariat to

the board through Pledge

Monitoring Report and/or

the Results Report

Assessment

the

effectiveness

and

implementation

the

Strategic plan - report

delivered by second quarter

2015

Implementation of the new High quality NESP

funding mechanism

Poverty focus in resource

allocation

Strengthened capacity of Improved

and

realistic

LEG

composition

and guidelines on the composition

functioning in developing and functions of LEGs -

country partners

Guidelines shared through

normal GPE communications

processes and posted to the

website by third quarter 2014

Increased participation

local CSOs

Remarks

The outcomes and indicators

for this result area are based

on the framework in the

Implementation Plan and on

outcomes specific related to

the Danish priority areal.

Danish Priority Result 4: Anti-corruption

Outcome

Indicator

Zero new cases brought to Written and oral report by

the attention of GPE

CEO at BoD´s face-to-face

Continued

improvements meetings.

with

regard

risk

Direct

confidential

management.

information

board

members and donors.

Remarks

The outcome and indicator is

based

Policy

and

Communications Protocol on

Misuse of GPE Trust Funds,

which at all times should

guide the efforts to fight and

handle corruption.

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Annex 1: Strategic plan

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Annex 2: Governance structure

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Annex 3: Previous Danish contributions

Denmark has provided funding to GPE since 2007 with a steep increase over the years.

2007

2008

Million DKK.

2009

135

2010

135

2012

270

2013

320*

2014

350

Total

1320

* In comparison can be mentioned that Danish development funding disbursed specifically for

education in collaboration with UNICEF and UNESCO in 2013 was approximately DKK 68

million and DKK 20 million respectively to the two organisations. (Part of the DKK 175

million in core funding to UNICEF is also allocated to education but the exact amount for

education cannot be traced)