URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Udenrigsudvalget 2019-20
URU Alm.del Bilag 63
Offentligt

Organisation

Strategy

Education cannot wait

│2019-2022

DRAFT version for submission to UPR

11 October 2019

│

Africa, Policy & Development

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Strategy for Denmark’s Support to Education Cannot Wait (ECW)

Key results:

EWC’s goal by 2021 is to support delivery

of quality education to over 8 million

children and youth in areas affected by

conflict, disaster and protracted crisis, with

a special focus on protecting and

promoting girl’s education.

Justification for support:

The overarching aim of ECW

interventions is to ensure inclusive and

equitable quality education and promote

lifelong learning opportunities for all

(SDG4). This aim supports many Danish

policy priorities and Danish support to

ECW fits strategically with the aims of

Denmark’s strategy for development

cooperation and humanitarian action, The

World 2030. Supporting education in

fragile contexts contributes to peace,

stability, protection and increased

resilience in developing countries. By

giving children and youth in fragile

contexts a more positive future, education

also addresses the root causes of

migration. Finally, supporting education

for girls is central to promote gender

equality.

Major risks and challenges:

Over the past few years, the global

education architecture has seen the

formation of several new education

initiatives. The new architecture represents

fresh opportunities for promoting

education in the global development

agenda. It also carries the risk of

competition among actors and inefficient

coordination, which may turn away

donors. ECW has a vital role to play in

facilitating collaboration of key actors at

country level, also increasingly interacting

with governments. ECW must design high

quality and relevant programmes that build

on existing coordination structures and

plans while avoiding duplication.

File No.

Country

Responsible Unit

Sector

Partner

DKK mill.

Commitment

Projected ann. Disb.

Duration

Previous grants

Finance Act code

Head of unit

Desk officer

Financial officer

2019-25363

Global

APD

Education in emergencies

Education Cannot Wait

2019

250

62,5

2020

62,5

2021

62,5

2022

62,5

2023

Tot.

250

2019-2022

Since 2016 DKK 279 mill.

06.36.04.11

Lotte Machon

Line Baagø-Rasmussen

Jan Hindhede Justsen

Relevant SDGs

[Maximum 5

–

highlight with grey]

No Poverty

Hunger

Good Health,

Wellbeing

Quality

Education

Gender Equality

Clean Water,

Sanitation

Affordable

Clean Energy

Decent Jobs,

Econ. Growth

Industry,

Innovation,

Infrastructure

Reduced

Inequalities

Sustainable

Cities,

Communities

Responsible

Consumption

& Production

Climate Action

Life below

Water

Life on Land

Peace & Justice,

strong Inst.

Partnerships for

Goals

Due to its lean nature,

Strategic objectives:

the ECW

secretariat is objective to evelop strong

The strategicchallengedof Danish support to ECW is to reach those left furthest behind with quality and inclusive education

capacity for targete an collaborative

opportunities, while improving the way education is coordinated and delivered in emergencies and protracted crises.

action; remain focuse ECW, Denmark

In the partnership with on its strategic will focus on the following priorities: Humanitarian-development nexus and joint

priorities, while

education actors, gender

collaboration of

also being able to explore

equality and girls’ education, education quality, ECW resource mobilisation, ECW

innovative areas, an have a forceful voice

organisational capacity, and geographical focus.

in a vocacy. To mobilise long-term

Justification for choice of partner:

backing, ECW supported programmes

ECW

therefore rest on solid analysis;

must

is the primary international organisation working to strengthen education in emergencies. ECW’s overall purpose is to

ensure thatinterventions;too equately

prioritise education

–

a often neglected in times of crisis

–

is prioritised as an integral part of humanitarian response. ECW has

the potential be well monitorein an global education aid architecture, bridging humanitarian and development assistance.

fun e ; an for filling a gap the

ocumented.

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

Summary:

The Danish support will contribute to ECW’s work to support quality education to children and youth in areas affected by

conflict, disaster and protracted crisis, with a special focus on girls. This objective is central to several Danish strategic aims, and to

achieving SDG4, 5,16 and 17. Denmark has identified a number of strategic key priorities that will guide its partnership with

ECW. Denmark will engage actively with ECW in order to seek influence and monitor progress, using a large range of channels

and including both formal and informal engagement.

Budget:

Core funding

DKK 250 million for four year, 2019-22 (DKK 62.5

mill. Annually)

Total

KK 250 million for four year, 2019-22 (DKK 62.5 mill.

Annually)

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

Table of contents

Objective of the Organisation Strategy

.......................................................................... 3

Education Cannot Wait

.............................................................................................. 3

Justification for support and Danish priorities

................................................................ 6

Monitoring and Danish influence

.................................................................................. 7

Annex 1: Results matrix

..................................................................................................... 9

Annex 2: Education Cannot Wait

–

Country engagements

............................................................ 0

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

1. Objective of the Organisation Strategy

This Organisation Strategy provides strategic considerations and specific goals for Denmark’s

engagement with Education Cannot Wait (ECW). It forms the basis for the Danish financial

contributions and is the platform for dialogue with ECW. It outlines Danish priorities for ECW

performance within the framework established in ECW’s

own

Strategy Plan 2018-2021. In

connection with the development of the ECW strategy plan 2022-25, Denmark will engage actively

towards aligning priorities as needed towards the new strategy.

2. Education Cannot Wait

Despite notable progress, 64 million children of primary school age worldwide are out of school

During conflicts and in humanitarian situations, this tendency is even worse. In 2018, more than half

of the 7.1 million school-aged refugees globally did not attend school

. Yet education appeals receive

less than 2% of humanitarian funding.

ECW’s purpose is to ensure that education –

too often

neglected in times of crisis

–

is prioritised as an integral part of humanitarian response. It was created

in 2016 on the notion that access to quality education cannot be postponed until times of peace and

stability and that existing education initiatives did not sufficiently address this challenge.

Hosted by UNICEF and operative since 2017, ECW’s goal by 2021 is to support delivery of quality

education to over 8 million children and youth in areas affected by conflict, disaster and protracted

crisis, with a special focus on protecting

and promoting girl’s education.

To date the fund has

mobilised US$ 344 million, reaching over 1.4 million children with pre-primary, primary and

secondary education, and is currently investing in more than 25 countries (see Annex 2). Denmark

supported ECW from the offset, until recently as the largest donor to the fund, not least due to strong

Danish commitment to work more effectively across the humanitarian-development nexus to ensure

more sustainable education outcomes also in areas affected by conflict and protracted crisis.

ECW is governed by a High-Level Steering Group (HLSG) that provides overall strategic guidance

to the fund and an Executive Committee (ExCom), which oversees operations and approves

programmatic development.

ECW funding modalities:

ECW operates under three funding modalities:



The

First Emergency Response

(FER) window provides rapid support to Education in

Emergencies (EiE) for 6-12 months through the international humanitarian coordination system.

The

Multi-Year Resilience

(MYR) window serves to bridge the humanitarian-development nexus

through 3-4-year programmes. Based on this modality, ECW promotes cooperation among key

education actors in country, in particular the Education Clusters and Local Education Groups

(LEGs).

The

Acceleration Facility

(AF), a flexible financing mechanism to fund strategic initiatives,

supports the collection and analysis of evidence to inform best practices and scale up

innovations. The AF represents a concrete initiative to re-inforce and develop new global public

goods for the sector, and incentivise positive collaboration across sectors for enhanced

education outcomes.



While the

“First

Emergency Response”, and the previous modality

“Initial

Investment”, made up the

majority of investments since in 2017 and 2018; the focus of 2018 and 2019 has been to scale up

UNESCO

UNHCR

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

the development of new Multi-Year Resilience Plans (ex. Afghanistan, Bangladesh, Central African

Republic, Uganda and Somalia). This reflects ECWs intention to increase the number of multi-year

programs to cover 25 priority countries in protracted crisis by 2021. In 2018, 29% of ECW funding

fell within the MYRP window, while FER and Initial Investments made out 69% and less than 2% of

ECW funds were spend on the Acceleration Facility.

Source: Education Cannot Wait. Strategic Plan 2018-2021

ECW potential and lessons learned in the global education aid architecture

ECW represents a momentum for filling a gap in the global education aid architecture

–

with the

potential to become a model for the ‘new way of working’ agreed at the World Humanitarian Summit

in 2016. ECW should follow and support the Inter-Agency Network for Education in Emergencies

(INEE) standards and the Global Education Cluster. One of ECW’s strategic objectives is to promote

inclusive education under the principle of leaving no one behind by ending silos and strengthening

collaboration between all key education actors through joint programming in emergencies. It aims to

catalyse policy attention, funding, and accelerated rapid response to Education in Emergencies (EiE)

as well as to bring together governments, UN agencies and civil society from both the development

and humanitarian community to situate education in the humanitarian-development nexus

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

Over the past few years, the global education architecture has seen the formation of several new

education initiatives such as ECW and the International Finance Facility for Education (IFFEd), both

born out of the Education Commission. In a vastly underfunded sector, it is paramount that

governments, donors and civil society alike, ensure strong collaboration and avoid duplication of

efforts. With a mandate to operate in humanitarian and crisis settings, ECW must establish close

collaboration with key education, health, protection, and other relevant actors both at political and

country level. Most essential are major grant-funders to education, such as The Global Partnership

for Education (GPE) and the World Bank; UNHCR, who coordinates refugee support; the Global

Education Cluster in charge of humanitarian response; UNICEF as the guardian of child protection

in emergencies; UNESCO as the guardian of monitoring of the Sustainable Development Goal

(SDG) 4 on education; as well as civil society organisations. With ECW specifically designed to

strengthen education in emergencies and protracted crisis, it offers to fill gaps in countries, where

education clusters are weak and other actors are absent. Additionally, it offers complementarity to

existing education initiatives in the form of flexible and agile funding in cases, where education

appeals goes underfunded.

The new architecture represents fresh opportunities for promoting education in the global

development agenda. It also carries the risk of competition among actors and inefficient coordination,

which may turn away donors. A key lesson learned since implementation began in 2017 is that

operationalising the humanitarian-development nexus continues to be a challenge in particular at

global level, and will require increased collaboration across sectors and stakeholders in the design

and implementation of transition programmes. ECW therefore has a vital role to play in addressing

this challenge. This should be done by further capitalising on ECWs demonstrated ability to facilitate

collaboration of key actors including governments at country level. Furthermore, linkages between

ECW and GPE should be further elaborated to explain synergies at both policy and especially at

country level. ECW must support high quality and relevant Multi-Year Resilience Programmes that

build on existing coordination structures and plans such as the Education Cluster (often co-led by

governments), and Humanitarian Response Plans coordinated by the Humanitarian Coordinator, as

well as Education Sector Plans (ESPs) developed by governments and Local Education Groups

(LEGs). All this while avoiding duplication. Additionally, in developing MYRPs, special emphasis

should be made on the existence of an evidence-base for interventions and systematic monitoring

of education quality.

ECW should include flexible approaches to different contexts and aim to continuously catalyse new

funding. The ECW secretariat, which is characterised by its lean nature, is challenged to develop

strong capacity for targeted and collaborative action; remain focused on its strategic priorities, while

also being able to explore innovative areas, and have a forceful voice in advocacy. To mobilise long-

term backing, ECW supported programmes must therefore rest on solid evidence and analysis;

prioritised interventions; adequate funding; and proper monitoring and documentation.

ECW has placed itself as a leading actor and important coordinating body on education in

emergencies. ECW has been well received by civil society organisations who have encouraged

increased financial support to the fund. In particular, the role of Denmark in prioritising the

humanitarian-development nexus and reaching those left furthest behind is welcomed by civil society

partners as a much needed and timely effort

in line with Denmark’s 2030 strategy and the SDGs.

Furthermore, ECW has been successful in catalysing additional funding, which in itself is a success

criterion to meet the goal of filling the gap in funding for education in humanitarian settings.

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

3. Justification for support and Danish priorities

The overarching aim of ECW interventions, in line with Danish key policy priorities, is to ensure

inclusive and equitable quality education and promote lifelong learning opportunities for all (SDG4)

particularly in emergencies.

Danish support to ECW fits strategically with aims in

Denmark’s strategy for development

cooperation and humanitarian action, The World 2030.

Supporting education in fragile contexts

contributes to peace, stability, protection and increased resilience in developing countries (SDG

16). By

providing young people, whom we need to and must give hope of a better future and an

alternative to fleeing, migrating or participating in armed conflict,

education also addresses the root

causes of migration and is an important platform for mobilising multi-sectoral service delivery

especially in humanitarian contexts. The lack of prospects

–

including education and jobs, are

among the primary reasons why families migrate. Girls in destabilised contexts are especially at

risk of dropping out of school. ECW’s emphasis

on girl’s education is in line

with Denmark’s

strategic aim to promote gender equality and priorities for

SDG5; “When

girls are allowed access to

education and health services and are given an increased opportunity of being active citizens, they

often marry later and have fewer and healthier children at a later time in life. This is also an

important aspect of managing

population growth and overpopulation.”

Partnerships (SDG17) within

the education sector broadly and with new and innovative partners and alternative sources funding,

e.g. through companies and private foundations, ECW represents a critical opportunity for

enhancing collaboration in a complex field, where funding is scarce, but the cause is easy to digest

and results are tangible.

Danish financial support to ECW

Denmark has supported ECW since soon after its creation in 2016. In December 2016, Denmark

made a strategic decision to invest DKK 75 million, followed by an additional DKK 104 million. In

2017 Denmark supported DKK 100 million. In 2019 a 4-year contribution of DKK 250 million from

2019-2022 was approved. This currently makes Denmark the second largest donor to ECW with a

total of DKK 529 million in signed contribution agreements and pledges

. Furthermore, Denmark has

placed a senior Danida Advisor close the ECW management group to strengthen programming

quality and advocacy capacity. Through its strategic investments in ECW, Denmark has helped

establish ECW as a significant and mature fund for Education in Emergencies and set a high

standard among donors. To align closely with Danish development policy priorities, Denmark will

place special emphasis on ECWs efforts to reach out-of-school children in Sub-Saharan Africa and

countries hosting refugees from Syria. This includes advocating for a revision of the existing pipeline

list of ECW multi-year programmes, ensuring that those geographic areas are proportionally and

timely supported.

Denmark has also supported Global Partnership for Education (GPE) for a number of years and as

the current 5

largest donor, with an annual contribution of DKK 300 million for the period of 2018-

2021. Together with the Danish support to UNICEF, there is obvious potential for harvesting synergy

within Danish support to education via active engagement in these institutions. Experience, knowhow

and influence from one, may add value to the other, and it is important for Danish development and

humanitarian assistance to capitalize on this possibility.

Denmark’s key priorities

In order to support ECW in reaching those left furthest behind and providing quality education in

emergencies, Denmark will focus on the following strategic priorities:

Only recently overtaken by the UK, with a £90 million pledge in august 2019.

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

Hum/Dev Nexus and joint collaboration:

Denmark will strongly encourage ECW to focus on

its mandate to bridge the humanitarian-development nexus to secure long-term education

impact, that enjoys full back up and funding. This entails close monitoring of the capacity of ECW

to facilitate country level collaboration among actors and across sectors

–

in particular

governments and major education actors such as GPE, local and international civil society

actors, and relevant clusters including education, GBV and child protection

–

to design high

quality and relevant transition programmes that build on existing structures and plans. Denmark

advocates for the use of regular external evaluations in order to collect lessons learned from

country level engagements and adjust programmes accordingly.

Gender equality:

Denmark will maintain strong collaboration with likeminded donors and

education actors

with gender equality and girl’s education

as a priority. The aim is to ensure

effective implementation and monitoring of ECW’s gender strategy and to safeguard that

programmes systematically address gender. To support this, Denmark will be part of ECWs

Gender Task Force and through this work to ensure that planning and analysis include gender

interventions most relevant to each context; that relevant partners are engaged, that

interventions are backed by funding, and that technical guidance and linkages to tools, resources

and relevant programme approaches are provided.

Education quality:

Denmark will stress the importance of education quality, also in emergencies

with limited resources, and monitor that ECW supported programmes always include quality

interventions that are systematic, based on context analysis, aligned with existing plans and

include adequate teacher training and supervision. Furthermore, Denmark sees the integration

of gender transformative approaches and social and behavior change strategies in education as

a key venue for increasing the quality of education towards ensuring gender equality.

Resource mobilisation:

Denmark finds it important that ECW aims to raise new funding for EiE

and ensures adequate funding of ECW supported programmes. Denmark will use its leverage

as a major donor to mobilise support for ECW though high-level advocacy, e.g. linking up with

private foundations, and following up on

EU’s engagement to increase its education funding in

humanitarian assistance.

4. Monitoring and Danish influence

Denmark will engage actively with ECW in order to seek influence and monitor progress. The

strategic interaction will use a large range of channels, and will include both formal and informal

engagement with ECW and other relevant education actors:



Membership of ECW governing bodies: As one of the lead donors to ECW, Denmark will seek

influence on the High Level Steering Committee. This is the main forum for influencing the

strategic direction and performance of the fund. The newly formalised Danish membership of the

Executive Committee (ExCom) will allow for a closer information flow and monitoring of the

operations of ECW, and Denmark will play an active role.

Participation in ECW planning and monitoring processes: Denmark will monitor the capacity of

the ECW secretariat to deliver high quality planning and follow-up on supported programmes;

solid documentation and communication of results. This will include a continuous close oversight

by ECW in terms of risk assessment; solid anti-corruption measures and procedures to avoid

Sexual Exploitation, Abuse and Harassment (SEAH). Denmark will place emphasis on

monitoring its four key priorities; the humanitarian-development nexus and coordination, gender

equality, education quality and resource mobilisation and support ECW to stay focused on its

strategic priorities, while exploring innovative programming solutions that enhance impact.



URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

Denmark will also engage in ECW organisational reviews, in order to strengthen and clarify

governance structures of ECW. Subject to resource availability Denmark, including Danish

missions, will take active part in preparatory planning missions to countries of particular Danish

interest and engage in reviewing strategies, progress reports, and evaluations from ECW.

Furthermore, Denmark will support conferences/replenishment events in relation to ECW.

Denmark additionally suggests an organisational review of ECW to take place as soon as

possible jointly with other donors.

Collaboration with other donors and Danish actors: Denmark will seek close cooperation with like-

minded donors, who share similar priorities in relation to both ECW and GPE (multi-lateral, bi-lateral,

EU and others). Voicing concerns together as a group of donors is more likely to have an impact.

Additionally, Denmark will collaborate with Danish stakeholders including civil society and

government actors to ensure leveraging of knowledge and synergies with Danish initiatives in ECW.



Secondments: Danish secondments to ECW and GPE are a vehicle for positive collaboration

along Danish priorities and provision of critical support to the organisation. Currently, Denmark

is supporting the ECW and the GPE with senior advisors. Other secondments, such as for the

Global Education Cluster or at country level, will be considered on an ongoing basis.

Danida capacity and synergy: Denmark has a key role to play as a main donor to ECW and large

donor to GPE in promoting collaboration within the education aid architecture, and between

education and other relevant sectors and platforms. To play this role and to capitalise on the

Danish position and branding, Denmark will seek to optimise internal staff resources on

monitoring this area. This will require continued close collaboration between colleagues dealing

with development policy and humanitarian assistance respectively and close dialogue between

seconded staff to ECW and GPE. It will be essential for Denmark to promote the complementarity

between the two funds, to ensure synergies mindful of the potential overlap of the two in bridging

the humanitarian-development nexus and making the most effective investments for a given

objective. This will be done through reviews and assessments of relevant reporting and

documents on GPE and ECW and engagement with partners in selected countries. To align

closely with Danish development policy priorities, Denmark will monitor ECW efforts to reach out-

of-school children in priority countries in Sub-Saharan Africa and countries hosting refugees from

Syria.

Expertise, input and information flow from different actors: Denmark will maintain critical dialogue

with a range of actors, who can provide information on ECW performance and perspectives on

how to promote Danish priorities. This includes i.e. Danish Missions; seconded staff to ECW,

GPE and UNICEF; other donors especially with presence in the education sector at country level,

in particular the EU; Danish and international civil society organisations working in education;

and Danish private foundations. This dialogue will cover the full spectrum of Danish assistance

to education in order to enhance synergy. Denmark will also draw on expertise from Danish-

based education hubs, such as the UNCHR education office; the GPE-funded civil society

mechanism hosted with Oxfam/IBIS (Education Out Loud); and the inter-agency Mental Health

and Psychosocial Support Collaborative hosted by Save the Children Denmark.



URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

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2022. DRAFT

Annex 1: Results matrix

The results matrix is aligned with ECW’s Strategic Plan 2018-2022, which is crafted around five

collective outcomes and five strategic outputs. Through regular dialogue and active participation on

governing bodies, Denmark will monitor the overall performance on all outcomes/outputs, but will

place particular emphasis on areas relevant for Denmark, listed below. The full ECW

Operational

Model and Results Framework

can be found at:

https://www.educationcannotwait.org/download/results-framework/

DENMARK’S PRIORITIES

Joint collaboration:

Denmark will

strongly encourage ECW to focus

on its mandate to bridge in the

humanitarian-development nexus

and closely monitor capacity of

ECW to facilitate country level

collaboration among education and

other relevant actors such as health

and protection to design high

quality and relevant transition

programmes that build on existing

structures and plans.

KEY

INDICATORS

FROM

ECW

RESULTS FRAMEWORK

Strategic output 3: Joint, locally owned

planning and timely response

Indicator: Proportion of ECW-supported

countries

with

response

plans

(Humanitarian Response Plans and / or

Relief, Re-integration and Protection

plans, where relevant) and education

sector plans (Education Sector Plan or

Transitional Education Plan, where

relevant) meeting quality standards, and

developed in consultation with all local

actors, including Education Clusters,

LEGs, refugee coordination groups, local

civil society, and national governments,

where applicable and appropriate

Collective outcome 2: Strengthened

equity and gender equality in education

in crisis

Proportion of ECW-supported countries

meeting country-specific targets for:

-Girls' secondary education, in terms of

enrolment, retention, and completion is

recognized, targeted, being a budgeted

education priority

-Education sector policy/plan specifying

prevention and response mechanisms to

address gender-based violence in and

around schools

-Policies on inclusive education covering

refugees and internally displaced

persons (IDPs)

Proportion of ECW grantees meeting

program-specific targets for: Proportion

of children who complete: (a) primary

education; (b) lower secondary education

disaggregated by gender and disability

Collective outcome 4: Improved learning

and skills outcomes for crisis-affected

girls and boys

Indicators:

LINK

DANISH

POLICY AND SDGs

SDG17

–

Partnership

approach,

engaging

authorities and relevant

local and international

organisations

development.

Gender equality:

Denmark will

establish close collaboration with

other actors with gender equality

and girl’s education as a priority to

ensure monitoring of the ECW

gender strategy.

SDG5 and especially

SRHR is central to the

Danish strategy and seen

as central to reaching all

the other SDGs.

Education quality:

Denmark will

monitor that ECW supported

programmes always include quality

interventions that are systematic,

based on context analysis, aligned

SDG

especially

education for women and

girls is central to the

Danish strategy and to

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

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2022. DRAFT

with existing plans and include

adequate teacher training and

supervision.

Proportion of ECW-supported countries

meeting country-specific targets for:

Proportion of children and young people

(disaggregated by gender) in crisis and

conflict-affected countries supported by

ECW meeting minimum proficiency level

in learning outcomes measured across

the following:

Percentage of children under five

(5) years of age who are

developmentally on track in

terms of health, learning and

psycho-social well-being

Proportion of children and young

people (a) in Grades 2 or 3; (b) at

the end of primary education;

and (c) at the end of lower

secondary

education

who

achieved at least a minimum

proficiency level in (i) reading

and (ii) mathematics

reaching

SDGs.

all

the

other

4. Resource mobilisation:

Denmark

will monitor the ability of ECW to

raise new funding for EiE and

adequate

funding

ECW

supported programmes. Denmark

will use its leverage as a major

donor to mobilise support for ECW,

e.g. through collaboration with key

donors,

CSOs

and

private

foundations.

Strategic output 2: Increased education

in emergencies funding for in-needs

populations

-Overall aid funding to education in

emergencies (total and as % of global

humanitarian funding)

-Proportion of ECW-supported countries

that have (a) increased their public

expenditure on education; or (b)

maintained sector spending at 20% or

above

-Total amount of financing to ECW and

amount raised from non-traditional

donors / through innovative financing

mechanisms

SDG

17,

Partnership

approach,

engaging

authorities and relevant

local and international

organisations

development

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Annex 2: Education Cannot Wait

–

Country engagements

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

Annex 3 Risk management matrix

Risk factor

Likelihood

Impact

Risk response

Residual risk

Background to

assessment

ECW is tailored for

implementation in

emergency settings and

thus well prepared to

respond to the

challenges

Risks posed by political

instability and fragile

contexts impede

programme

implementation during

longer or shorter periods of

time

Likely

Minor

- Accept and monitor

- Ensure risk mitigation plans

are built in to country level

programme documents and

taking into account impact on

expenditure

- Closely monitor high risk

country programmes

-Maintain Global Security

Framework and Protocols

Pro-actively advocate for

coordination and collaboration

among actors and specifically

monitor progress and set-backs

through stakeholder dialogue

and ECW annual reporting

Minor

Lack of coordination

among development and

humanitarian actors to

bridge the humanitarian-

development divide

Less likely

Major

Minor

A key function of ECW is

coordination so this area

of work has key priority

and should therefore

entail lower risk of

oversight in case of

challenges to be

addressed

ECW donor governing

structures are in place

and coordination among

donors will help ensure

compliance and

monitoring

Major breach of donor

compliance

Less likely

Major

Failure to raise

new

funding for EiE and

adequate funding of ECW

supported programmes

Less likely

Major

Monitor country programme

compliance with donor

requirements

Continue to review of internal

processes to ensure they are

donor compliant

Annual audits of donor

compliance processes

Revisit resource mobilization

strategy

Consider to pursue alternative

sources of financing and

develop new donor relationships

Minor

Denmark can use its

leverage and networks to

influence and strategise

with other donors and

URU, Alm.del - 2019-20 - Bilag 63: Aktstykke 61 om støtte til den globale fond Education Cannot Wait (ECW)

Danish Organisation Strategy for Education Cannot Wait 2019

–

2022. DRAFT

Breach of zero-tolerance in

relation to sexual

exploitation, abuse and

harassment (SEAH)

Less likely

Major

Quantify the financial and

service delivery impact of losing

key donors and develop

mitigating strategies

Proactively review and manage

the donor funding pipeline

Monitor ECW ability to ensure

continuous and close oversight

in terms of risk assessment,

adherence to codes of conduct,

reporting mechanisms and rigid

follow up on SEAH cases with

appropriate measures.

new funding has already

been raised

Minor

ECW adheres to

international

commitments as defined

by IASC Task Team on

Accountability to

Affected Populations and

Protection from Sexual

Exploitation and Abuse.

Furthermore, Denmark

can use its role in the

ECW Excom and

networks with donors

and partners to monitor.