Building better partnership initiative under the National Foundation for International Development (NFIDA)
(
Local / Regional Government
)
#SDGAction43520
Description
The main activities are focused on support of educational researchers (individuals, teams and organizations) from developing countries. Main goals of the partnership are to build capacity of educators, strengthen partnerships between countries in the sphere of education quality and to provide technical and financial assistance to research projects.
Building Better Partnership (BBP) is a development aid initiative in education and regional partnership. It was established under the National Foundation for International Development (NFIDA) in partnership with research teams from countries of the Eurasian region. Its’ activities lie withing SDG 17 and SDG 4 targets.
BBP initiative supports young professionals, post-graduates and mid-career professionals from developing countries who choose education quality research, education policy or educational management as an area of professional interest. It acts in accordance with SDG 17th that targets building partnerships and providing better support to developing countries. Interested candidates can apply for support by providing application along with cover letters. Ways of support include research calls, internships, travels grants and study-tours. International research calls are conducted annually. They are designed to support researchers that work on identifying practices and approaches in education that promote and support achievement of SDG 4th. These projects can be already applied and ran or be in a planning stage. Along with financial support winners receive expert, methodological and promoting support. BBP will help with publications and some authors will get a chance to present their work at international educational events. Internships in international projects and organizations provided by BBP are designed for young professionals who choose education and science as an area of professional interest. Internships intend to expand the cadre of expert from developing countries in the field of education and educational research and increase their participation at international level. BBP experts liaises with universities to inform about the opportunities of the internships through various channels such as email distribution, social media, official websites of NFIDA and ambassadors. Interested universities identify candidates meeting the selection criteria and provide lists of them for further selection. Also, individuals can apply for internship. Young professionals get involved in technical work supporting implementation of SDG agenda. The work corresponds to their level of expertise. Travels grants are provided in case of a good research designed to advance the education quality in developing countries. Travel grants can be provided if the candidate needs to do the international travel in order to: collect data, work with specific database, have an access to facilities or staff of specific organization, want to participate in important international discussion or meeting relevant to his/her research. Decisions are made after close study of the research and participant’s resume that includes previous experience. Study-tours to leading educational organizations are regularly organized. Study-tours include lectures and practical tasks on important issues of Sustainable Development. During study-tours participants get opportunities to meet with leading global experts and discuss their work.
Internships in international projects and organizations provided by BBP are designed for young professionals who choose education and science as an area of professional interest. Internships intend to expand the cadre of expert from developing countries in the field of education and educational research and increase their participation at international level. BBP experts liaises with universities to inform about the opportunities of the internships through various channels such as email distribution, social media, official websites of NFIDA and ambassadors. Interested universities identify candidates meeting the selection criteria and provide lists of them for further selection. Also, individuals can apply for internship. Young professionals get involved in technical work supporting implementation of SDG agenda. The work corresponds to their level of expertise. Study-tours to leading educational organizations are regularly organized. Study-tours include lectures and practical tasks on important issues of SDG 4. During study-tours participants get opportunities to meet with leading global experts and discuss their work.
BBP’s main activities lie within the frameworks of the capacity building and support to further career development. BBP supports educational activities aimed at familiarizing specialists from countries participating in the SDG agenda implementation with the activities of leading organizations in the field of education quality assessment and education management. Having experts and specialists from developing countries working next to global expert helps international community in better understanding of needs and current situation in education of developing countries. It contributes to development of the assessment methodologies for different indicators of the SDG 4th. The independent observation of specialists from developing countries could be different from the official position of educational authorities of some countries which makes presence of the specialists of developing countries even more valuable for joint efforts in implementation of the SDG agenda. From the other side, by participating in the global dialogue on SDG agenda implementation, these specialists bring knowledge and views back to their country and enrich the country’s national dialogue about educational reforming. Through participation in BBP programs specialists get broader opportunities for career development within their country and at international level. BBP stimulates regional partnership and knowledge exchange.
BBP’s main activities lie within the frameworks of the capacity building and support to further career development. \r\nBBP supports educational activities aimed at familiarizing specialists from countries participating in the SDG agenda implementation with the activities of leading organizations in the field of education quality assessment and education management. Having experts and specialists from developing countries working next to global expert helps international community in better understanding of needs and current situation in education of developing countries. It contributes to development of the assessment methodologies for different indicators of the SDG 4th. The independent observation of specialists from developing countries could be different from the official position of educational authorities of some countries which makes presence of the specialists of developing countries even more valuable for joint efforts in implementation of the SDG agenda. From the other side, by participating in the global dialogue on SDG agenda implementation, these specialists bring knowledge and views back to their country and enrich the country’s national dialogue about educational reforming. Through participation in BBP programs specialists get broader opportunities for career development within their country and at international level. BBP stimulates regional partnership and knowledge exchange.
BBP initiative supports young professionals, post-graduates and mid-career professionals from developing countries who choose education quality research, education policy or educational management as an area of professional interest. It acts in accordance with SDG 17 that targets building partnerships and providing better support to developing countries. Interested candidates can apply for support by providing application along with cover letters. Ways of support include research calls, internships, travels grants and study-tours. International research calls are conducted annually. They are designed to support researchers that work on identifying practices and approaches in education that promote and support achievement of SDG 4th. These projects can be already applied and ran or be in a planning stage. Along with financial support winners receive expert, methodological and promoting support. BBP will help with publications and some authors will get a chance to present their work at international educational events.
The idea of BBP was developed by group of specialists who understand the needs of researchers in developing countries that dedicate their efforts to finding effective ways for the improvement of the education quality. These needs are not limited by financials needs. They also include methodological, ethical, access to databases and even political restraints existed in the country. Understanding, that without supporting experts from developing countries who know situation in education from deep inside it is impossible to introduce improvements and ways of overcoming issues in education, led to BBP launch. BBP provides support to the prospective researchers and specialists from developing countries through different types of programs: research calls, scholarships, travel grants, expert advisory, consultancy. Specialists from a developing country can seek for BBP support at any stage of the career. It supports young, mid-career and experienced professionals without any kind of discrimination. It acts in close partnership with research teams from developing, low income and middle-income countries. Partners in developing countries primarily collect and reflect needs of local specialists (that can be addressed through BBP support) and promote opportunities among prospective candidates and societies. The prospective candidates include but not limited by individual researchers, post graduate students, independent research teams, NGO, etc. They act as ambassadors of BBP in countries and promote NFIDA opportunities through personal communication and online platforms. NFIDA experts provide advisory support including collecting proposals from participants and advising on nomination of candidates, consultancy, communication with leading international organizations, governmental authorities, private sector and civil society. NFIDA experts on a regular basis conduct analysis to determine critical points that are needed to be supported. They also maintain NFIDA online resources. NFIDA Selection Committee makes a final decision on providing grant opportunity based on individual application assessment. Through the years of existence NFIDA supported 120 researchers and 17 research teams (including multi-countries teams) and provided financial support at approximate $590K. The application for support can be made to a dedicated platform online. Candidate can fill up a special form that will be sent straight to NFIDA. Candidate will receive feedback within a few days. Candidates also send they reports on grant spending through the online platform. NFIDA permanently seeks support of the private sector, universities, other foundations and donors in order to increase support to the prospective candidates.
Center for International Cooperation in Education Development, National Assessment Center under the President of the Republic of Tajikistan, National Center for Educational Assessment and Informational Technologies under the Ministry of Education and Science of the Kyrgyz Republic, National Institute of Education of the Republic of Belarus
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 17
Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development
17.1
Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection
17.1.1
17.1.2
17.2
Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries
17.2.1
17.3
Mobilize additional financial resources for developing countries from multiple sources
17.3.1
Additional financial resources mobilized for developing countries from multiple sources
17.3.2
17.4
Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress
17.4.1
17.5
Adopt and implement investment promotion regimes for least developed countries
17.5.1
Number of countries that adopt and implement investment promotion regimes for developing countries, including the least developed countries
17.6
Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism
17.6.1
Fixed broadband subscriptions per 100 inhabitants, by speed
17.7
Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed
17.7.1
Total amount of funding for developing countries to promote the development, transfer, dissemination and diffusion of environmentally sound technologies
17.8
Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology
17.8.1
17.9
Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the Sustainable Development Goals, including through North-South, South-South and triangular cooperation
17.9.1
Dollar value of financial and technical assistance (including through North-South, South‑South and triangular cooperation) committed to developing countries
17.10
Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda
17.10.1
17.11
Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries’ share of global exports by 2020
17.11.1
Developing countries’ and least developed countries’ share of global exports
17.12
Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access
17.12.1
Weighted average tariffs faced by developing countries, least developed countries and small island developing States
17.13
Enhance global macroeconomic stability, including through policy coordination and policy coherence
17.13.1
17.14
Enhance policy coherence for sustainable development
17.14.1
17.15
Respect each country’s policy space and leadership to establish and implement policies for poverty eradication and sustainable development
17.15.1
17.16
Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries
17.16.1
Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the Sustainable Development Goals
17.17
Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships
17.17.1
Amount in United States dollars committed to public-private partnerships for infrastructure
17.18
By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts
17.18.1
Statistical capacity indicators
17.18.2
17.18.3
Number of countries with a national statistical plan that is fully funded and under implementation, by source of funding
17.19
By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries
17.19.1
17.19.2
Proportion of countries that (a) have conducted at least one population and housing census in the last 10 years; and (b) have achieved 100 per cent birth registration and 80 per cent death registration
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Up to 500 specialists receive career training through BBP programs
Up to 130 research in education are conducted
Final: up to 30 research teams from developing countries work in educational problematic sphere are supported
Resources mobilized
Partnership Progress
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Timeline
Entity
Geographical coverage
Other beneficiaries
Educational researchers, young specialists fromlow-income and developing countries and other stakeholders
More information
Countries
Contact Information
Daria Clarke, Coordinator