Framework for a Curriculum on the Sustainable Development Goals

Transcription

1 Symposiumon Building Effective, Accountable and Inclusive Institutions and Public Administration for Advancing the 2030 Agenda for Sustainable Development, 5 to 8 December, 2017 Incheon, Republic of Korea Framework for a Curriculum on the Sustainable Development Goals Adriana Alberti Senior Governance and Public Administration Officer Division for Public Administration and Development Management (DPADM) United Nations Department of Economic and Social Affairs (UN DESA)

2 CONTENTS 1 How are the SDGs different from the MDGs? Why a Curriculum on Effective, Accountable and Inclusive Institutions to Implement the SDGs? What new capacities are required in the public sector to implement the SDGs? Possible elements for a Curriculum on the SDGs Critical role of Schools of Public Administration and Management Development Institutes The Way Forward: Key Questions 2

3 1. HOW ARE THE SDGs DIFFERENT THAN THE MDGs? The 2030 Agenda is an agenda for global action for the next fifteen years it is a charter for people and planet in the twenty-first century. The SDGs build on the MDGs. Its core principles include: Universality Integration: Balancing the 3 dimensions of sustainable development Transformation Leave no One Behind 3

4 1. HOW ARE THE SDGs DIFFERENT THAN THE MDGs? 4

5 1. HOW ARE THE SDGs DIFFERENT THAN THE MDGs? VNRs in Asia China Philippines Republic of Korea Bangladesh India Indonesia Japan Thailand Lao PDR Singapore Sri Lanka Vietnam 5

6 1. HOW ARE THE SDGs DIFFERENT THAN THE MDGs? 1) Effective, accountable and inclusive institutions and public administration are critical to implement the SDGs 2) The 2030 Agenda s vision calls for more coherent action across a wider scope of issues and the engagement of a broader range of stakeholders than ever before. 1) The implementation of the SDGs requires a nationally-owned long-term vision through localization 6

7 Goal 16 commits to promoting effective, accountable and inclusive institutions - critical to realize the SDGs People s vision of the future is crystallized in institutions and translated into concrete programmesof action. In the absence of effective, accountable and inclusive institutions, none of the SDGs will be realized. It is important to transform institutional architectures. It is even more important to transform mindsets. For nations to move forward on the SDGs, new capacities at the individual, institutional and society levels are needed.

8 a. Effective institutions: Changing the formal rules of institutions does not always produce desired results Norms and Rules Values and Behaviours

9 Aligning Beliefs and Attitudes with expected behaviors: Key to Any Meaningful Transformation Water (3) Services and Goods AT INDIVIDUAL LEVEL Behavior Interpersonal skills Group skills Relationships INVISIBLE Attitudes Beliefs LEADERSHIP AND HUMAN RESOURCES MANAGEMENT Mindset Values Invisible Part of Government Institutions ORGANIZATIONAL CULTURE Consciousness INSTITUTIONAL AND REGULATORY FRAMEWORK, PROCESSES Symbols Shared Norms AT COLLECTIVE LEVEL Institutions Organizations Policies Infrastructure INVISIBLE Culture Myths The critical importance of aligning internal attitudes, shared values and beliefs with external behaviours, as well as norms with institutions and practices (2) Visible Part Awareness (1) Invisible Part of Government

10 b. Inclusive institutions: people s engagementat all levels is essential to implement the SDGs and leave no one behind Deepen democracy, good governance and the rule of law Localize national development plans and strategies for SDG implementation Shared ownership of the SDGs and trust in government Informed and effective strategies for poverty eradication Mobilize new resources, capacities and ideas Sustainability and long-term progress 10

11 Examples of new mechanisms for people s engagement in SDG implementation Uruguay Uruguay has held 10 social dialogues on the SDGs to design a long-term vision Ukraine Ukraine launched nationwide consultations in order to raise awareness of the SDGs and define sustainable development priorities. Indonesia Indonesia has established a national coordination team with national and sub-national action plans, involving various actors. Morocco Morocco established an Economic, Environmental and Social Council

12 c. Accountable institutions 1 2 Foster integrity and professionalism to ensure the SDGs are implemented and to prevent corruption Enhance Transparency, through e.g., open government data 3 Engage people in monitoring the implementation of the SDGs Involve Parliament in the institutional framework for implementation and review Review and auditing of SDGs through e.g., Supreme Audit Institutions Sustainability and long-term progress 12

13 Localizing the SDGs Localizing is the process of taking into account national and subnational contexts in the achievement of the 2030 Agenda Roadmap for Localizing the SDGs Awareness raising Advocacy Implementation Monitoring

14 2. WHY IS IT IMPORTANT TO UPDATE AND/OR DESIGN A NEW CURRICULUM TO REALIZE THE SDGs BY 2030? New competencies and mind-sets are required in the public service to implement the 2030 Agenda s ambitious plan of action for people, planet and prosperity. 14

15 3. WHAT NEW KEY CAPACITIES ARE REQUIRED IN THE PUBLIC SECTOR? Inclusive institutions and integrated approaches strengthening whole-ofgovernment approaches and mechanisms that support inclusive and integrated policies and public service delivery. Policy coherence-strengthening national analytical and quantitative capacities to conduct cross-sectoral analyses and identify policy options that help achieve national goals. Social inclusion providing visibility to disadvantaged groups to give them a voice in national policymaking and implementation. Evidence-based policy modernizing statistical systems to increase national production and access to quality and disaggregated data for policy formulation Means of implementation strengthening capacities of national systems to mobilize resources for sustainable development and develop partnerships. 15

16 4. CRITICAL ROLE OF SCHOOLS OF PUBLIC ADMINISTRATION AND MANAGEMENT DEVELOPMENT INSTITUTES IN SUPPORTING THE SDGs Raise awareness of the 2030 Agenda for sustainable development among public servants Help to internalize the 2030 Agenda principles and transform mindsets (through knowledge hubs on key curriculum) Increase ownership of the 2030 Agenda and facilitate understanding Emphasize shared vision and facilitate engagement of vulnerable groups Support capacity for continuous professional development 16

17 5. INITIATIVE FOR DEVELOPING A CURRICULUM ON REALIZING THE SDGs BY Purpose and Capacity Development Value: To build the capacity of public servants to support the implementation of the SDGsby engaging schools of public administration and others through regional task forces 2. Content:(a) review existing curricula in light of the SDGs and identify those that need to be updated; (b) identifying new curricula that may be needed to facilitate implementation of SDGs; (c) developing a curriculum on the SDGs. 3. Organization of the curriculum/a: structure, format and sequencing decided 4. Delivery and training methods 17

18 5. POSSIBLE CONTENT/COURSES FOR A CURRICULUM ON REALIZING THE SDGs by 2030 From MDGs to SDGs: Key Principals and Strategies Building National/Local Capacities Public accountability for SDG implementation, review and monitoring Transformational Leadership Policy Integration, including forecasting and SD modelling tools Mobilizing resources for SDG implementation Organizing Institutions for SDG Implementation at all levels Engaging people and raising awareness of the SDGs Building Partnerships Integrated Approaches to Sustainable Development Planning Innovation and ICT for Public Service Delivery Review and Follow-Up of the SDGs, including indicators framework 18

19 5. POSSIBLE ELEMENTS FOR A CURRICULUM ON THE SDGs AND UPDATE/REVIEW OF EXISITING ONES Sectoral issues Poverty Eradication? Migration? Health? 19

20 6. POSSIBLE STEPS FOR COLLABORATION 7. Launch of the Curriculum Framework and pilot modules during the UN Public Service Forum, June 2018, Morocco 6. Refinement of framework and testing of C. with SDG focal points and HR managers 1. Report of Breakaway Group Recommendations 5. TF Meetings/Online discussion January June Establishment of a Task Force (TF) in Asia to update and develop new curriculum and agree on a roadmap 3. A TF was already launched in Africa and Latin America 4. Public Administration Schools or equivalent can share with the TF the existing curriculum (e.g. through a survey)

21 6. THE WAY FORWARD: KEY QUESTIONS 1. What new competencies and skills are required in the public sector to implement the SDGs based on your country experience? 2. What is the relative added value of a curriculum on Realizing the SDGs by 2030 visa vis the overall SDG implementation efforts of acountry? 3. What should the content of the curriculum be and what training courses would be most relevant to your country situation? 1. How should the curriculum on realizing the SDGs by 2030 be organized? 1. What existing curricula could be updated and aligned with the SDGs? 1. What methodologies are best suited to transform mindsets in support of the SDGs and develop new capacities? 21

22 Thank you