2013 An overview of the current process and its implications for UNESCO. Slides from one of the presentations at the General Conference this year during the first two weeks of November when over 190 countries send their delegates to address the business of UNESCO – educational, scientific and cultural.

1. Reaching the Millennium
Development Goals (MDGs)
An overview of the current processAn overview of the current process
and its implications for UNESCOand its implications for UNESCO
BSP/PMR, July 2002

2. A. Defining the Millennium
Development Goals (MDGs)
 Why the MDGs ?
 What are the MDGs ?

3.  Why the MDGs ?
The 1990s: a decade of faltering progressThe 1990s: a decade of faltering progress
 progress continuedprogress continued
 …… but too slowly to reach agreed targetsbut too slowly to reach agreed targets
 …… and slowing downand slowing down
 Under-5 mortality rate
 Maternal mortality rate
 Child malnutrition
 Water and sanitation
 Income poverty
 Primary education
MDGs are meant to accelerate progressMDGs are meant to accelerate progress

4. MDGs were set by all Government leaders at the UN
Millennium Summit, September 2000)
All UN organisations decided to be guided by MDGs
in their future action: unity of purpose, coherent
action, synergies and strategic approaches by the UN
system as a whole (guided by CEB)
Leaders pledged to strive, individually and
collectively, towards these goals through
international, regional and national action, concerted
by the UN.
 What are the MDGs ?

5. MDGs are a combination of …
Millennium Goals …Millennium Goals …
 Emanate fromEmanate from UN Summits and Conferences of the 1990s…UN Summits and Conferences of the 1990s…
 …… proposed in theproposed in the UN Secretary-General’sUN Secretary-General’s Millennium ReportMillennium Report::
« We, the peoples: the role of the United Nations in the 21st « We, the peoples: the role of the United Nations in the 21st
century »century »
 …… and endorsed in theand endorsed in the United Nations Millennium DeclarationUnited Nations Millennium Declaration (8(8
September 2000)September 2000)
7 areas explicitly addressed in the Millennium Declaration:7 areas explicitly addressed in the Millennium Declaration:
 Peace, security and disarmamentPeace, security and disarmament
 Development and poverty eradicationDevelopment and poverty eradication
 Protecting our common environmentProtecting our common environment
 Human rights, democracy and good governanceHuman rights, democracy and good governance
 Protecting the vulnerableProtecting the vulnerable
 Meeting the special needs of AfricaMeeting the special needs of Africa
 Strengthening the United NationsStrengthening the United Nations
Development goals
& targets

6. …… and of International Development Goalsand of International Development Goals
(IDGs)(IDGs)
 For several of these key areas, specific indicators wereFor several of these key areas, specific indicators were
included in the Millennium Declaration – constituting theincluded in the Millennium Declaration – constituting the
international development goals (IDG)international development goals (IDG)
 Subsequently, IDGs from other declarations were combinedSubsequently, IDGs from other declarations were combined
and harmonised with the IDGs set inand harmonised with the IDGs set in the Millenniumthe Millennium
Declaration goalsDeclaration goals
 The resultingThe resulting set of goals, numerical targets andset of goals, numerical targets and
quantifiable indicators to assess progress constitute thequantifiable indicators to assess progress constitute the
Millennium Development GoalsMillennium Development Goals……
 …… presented in the SG’spresented in the SG’s “Road map towards the“Road map towards the
implementation of the United Nations Millenniumimplementation of the United Nations Millennium
Declaration”Declaration” (September 2001)(September 2001)

7. MDGs: 8 goals, 18 targets, 48 indicators
(as of 22 May 2002)
Goal 1. Eradicate extreme poverty and hungerGoal 1. Eradicate extreme poverty and hunger
Goal 2. Achieve universal primary educationGoal 2. Achieve universal primary education
Goal 3. Promote gender equality and empower womenGoal 3. Promote gender equality and empower women
Goal 4. Reduce child mortalityGoal 4. Reduce child mortality
Goal 5. Improve maternal healthGoal 5. Improve maternal health
Goal 6. Combat HIV/AIDS, malaria and other diseasesGoal 6. Combat HIV/AIDS, malaria and other diseases
Goal 7. Ensure environmental sustainabilityGoal 7. Ensure environmental sustainability
Goal 8. Develop a Global Partnership for DevelopmentGoal 8. Develop a Global Partnership for Development
For each goal: one or several targets; one or several indicatorsFor each goal: one or several targets; one or several indicators
However, several key areas identified have not been captured adequatelyHowever, several key areas identified have not been captured adequately
or at allor at all
 See list of MDGs (goals, targets and indicators)See list of MDGs (goals, targets and indicators)

8. MDGs: Drawbacks and lacunae
 Essential goals/targets/indicators are missing from
the MDGs – especially in areas of concern to
UNESCO. However…
 … they may be referred to in other provisions of
the Millennium Declaration,…
 … or in other 1990s Conference documents,
including those convened by UNESCO.
Principle: «The list of millennium development
goals does not undercut in any way agreements on
other goals and targets reached at the global
conferences of the 1990s.” (Kofi Annan, “Road Map…”,
September 2001)

9. B. Progressing towards the MDGs
 Overall strategyOverall strategy
 Key instruments and mechanismsKey instruments and mechanisms
 Coordinating and monitoring progressCoordinating and monitoring progress

10. Proposed overall strategy for
achieving the MDGs (as of 7 June 2002)
Three complementary initiatives:Three complementary initiatives:
 thethe Millennium ProjectMillennium Project, a research initiative to be led by Professor Sachs,, a research initiative to be led by Professor Sachs,
under guidance of UNSG and UNDP Admnistrator, including (1) a UN Expertunder guidance of UNSG and UNDP Admnistrator, including (1) a UN Expert
Group (withGroup (with UNESCOUNESCO representation), (2) an International advisory panel, (3)representation), (2) an International advisory panel, (3)
10 Task Forces (10 Task Forces (UNESCOUNESCO to play a role)to play a role)
 thethe Millennium ReportsMillennium Reports, an effort to oversee comprehensive global and, an effort to oversee comprehensive global and
national reporting and monitoring of progress, andnational reporting and monitoring of progress, and
 thethe Global Millennium CampaignGlobal Millennium Campaign, a special initiative aimed at building, a special initiative aimed at building
awareness and creating new coalitions for action across North and South forawareness and creating new coalitions for action across North and South for
development generally and the MDGs in particular.development generally and the MDGs in particular.
with emphasis on:with emphasis on:
 country-level action and reportingcountry-level action and reporting
 greater system-wide coordinationgreater system-wide coordination
   See text Jeffrey SachsSee text Jeffrey Sachs

11. Global coordination and monitoring
 ““Campaign manager” and “scorekeeper” for the MDGsCampaign manager” and “scorekeeper” for the MDGs
within the UN systemwithin the UN system: Mark Malloch Brown (in his: Mark Malloch Brown (in his
capacity as Chair of the UNDG) (December 2001);capacity as Chair of the UNDG) (December 2001);
 SG’s “Special Adviser on the MDGs”SG’s “Special Adviser on the MDGs” : Professor Jeffrey: Professor Jeffrey
Sachs, Director, Earth Institute,Columbia University, with aSachs, Director, Earth Institute,Columbia University, with a
brief to work closely with Mr Malloch Brown on these issuesbrief to work closely with Mr Malloch Brown on these issues
(February 2002)(February 2002)
 DESA/SGDESA/SG: annual reports to the General Assembly:: annual reports to the General Assembly:
comprehensive (every 5 years beginning in 2005) andcomprehensive (every 5 years beginning in 2005) and
thematic (yearly):thematic (yearly):
- 2002: preventing armed conflicts and the treatment and prevention of diseases;- 2002: preventing armed conflicts and the treatment and prevention of diseases;
- 2003: financing or development and strategies for sustainable development;- 2003: financing or development and strategies for sustainable development;
- 2004: bridging the digital divide and curbing transnational crime- 2004: bridging the digital divide and curbing transnational crime

12.  MDGs: Key actors
 United Nations Development GroupUnited Nations Development Group
(UNDG) – with UNESCO as a member(UNDG) – with UNESCO as a member
 Chief Executives Board (CEB; formerlyChief Executives Board (CEB; formerly
ACC) – with UNESCO as a memberACC) – with UNESCO as a member
 UN Country TeamsUN Country Teams

13. Key role of UNDG in system-wide &
country-level mobilization for MDGs
Executive Committee
UNDP (Chair) UNICEF UNFPA WFP
UNIFEMUNIFEM DESADESA
UNCTADUNCTAD UNAIDSUNAIDS
IFADIFAD UNDCPUNDCP
OHCHROHCHR UNCHSUNCHS
UN-HabitatUN-Habitat UNOPSUNOPS
FAO, ILO, UNIDO, WHOFAO, ILO, UNIDO, WHO
UNESCOUNESCO Regional CommissionsRegional Commissions
High Commissioner for Human RightsHigh Commissioner for Human Rights
Special Representative of the SG for Children inSpecial Representative of the SG for Children in
Armed ConflictArmed Conflict
Observer: World BankObserver: World Bank

14. UNDG and its machinery
UNDG Executive CommitteeUNDG Executive Committee
supported by UNDP Developmentsupported by UNDP Development
Group Office (DGO) as secretariatGroup Office (DGO) as secretariat
UNDG Programme CommitteeUNDG Programme Committee
UNDG Working Group on MDGsUNDG Working Group on MDGs
Millennium Campaign UnitMillennium Campaign Unit
Millennium Project Expert GroupMillennium Project Expert Group
and other ad hoc groups, as requiredand other ad hoc groups, as required

15. The arbiter : the Chief Executives
Board - CEB (former ACC)
27 Members
 UNDPUNDP
 UNFPAUNFPA
 UNICEFUNICEF
 WFPWFP
 ODCCPODCCP
 UNHCRUNHCR
 IFADIFAD
 UNCTADUNCTAD
 UNEPUNEP
 ILOILO
 FAOFAO
 UNESCOUNESCO
 UNIDOUNIDO
 WHOWHO
 World BankWorld Bank
 IMFIMF
 UNRWAUNRWA
 ITUITU
 ICAOICAO
 UPUUPU
 WMOWMO
 WIPOWIPO
 IAEAIAEA
 WTOWTO
 UNUN
- DESADESA
- OCHAOCHA
- HCHRHCHR
- Reg. Coms.Reg. Coms.
- UNUUNU
- UNITARUNITAR
AssistedAssisted by theby the High-Level Committee on Programmes (HLCP)High-Level Committee on Programmes (HLCP)
and theand the High-Level Committee on Management (HLCM).High-Level Committee on Management (HLCM).
   See Minutes of the CEB retreat in Rome (11 April 2002) on MDGsSee Minutes of the CEB retreat in Rome (11 April 2002) on MDGs

16.  MDGs: Key instruments
 The Common Country Assessment (CCA)The Common Country Assessment (CCA)
– United Nations Development Assistance– United Nations Development Assistance
Framework (UNDAF)Framework (UNDAF)
 MDG Country reportsMDG Country reports
N.B.: these instruments are new
or being revised

17. A thoroughly re-oriented CCA/UNDAF
 Goal:Goal: to create ato create a singlesingle common development assistancecommon development assistance
framework (UNDAF) for all UN programmes at country-level,framework (UNDAF) for all UN programmes at country-level,
with common objectives and time framewith common objectives and time frame,,
 identifying priorities for actionidentifying priorities for action
 identifying areas where the UN can make a significant,identifying areas where the UN can make a significant,
strategic difference (especially in favor of the poorest andstrategic difference (especially in favor of the poorest and
most vulnerable) – including in UNESCO domainsmost vulnerable) – including in UNESCO domains
 strengthening the coherence of the UN system as a wholestrengthening the coherence of the UN system as a whole
 Being revised to include MDG targets and indicators,Being revised to include MDG targets and indicators, whichwhich
are now an essentialare now an essential sub-setsub-set in the 2002 revised CCAin the 2002 revised CCA
Indicator FrameworkIndicator Framework
   See 2002 Revised ACC/UNDAF GuidelinesSee 2002 Revised ACC/UNDAF Guidelines

18.  A UNDP-coordinated initiativeA UNDP-coordinated initiative
 An essential tool for country-level coordination andAn essential tool for country-level coordination and
monitoringmonitoring
 Mainly descriptive, not prescriptive or analyticalMainly descriptive, not prescriptive or analytical
 Adapted to country priorities (relevant goals, targets,Adapted to country priorities (relevant goals, targets,
indicators)indicators)
 Several pilot reports already completed (Bolivia,Several pilot reports already completed (Bolivia,
Cambodia, Cameroon, Chad, Madagascar, Mauritius,Cambodia, Cameroon, Chad, Madagascar, Mauritius,
Tanzania and Viet Nam), 40 more in preparation in 2002.Tanzania and Viet Nam), 40 more in preparation in 2002.
By the end of 2004, every programme country is expected toBy the end of 2004, every programme country is expected to
produce at least one MDGR in time for the Secretary-produce at least one MDGR in time for the Secretary-
General’s global report on MDG progress in 2005.General’s global report on MDG progress in 2005.
MDG Country Reports

19. Status of UNESCO’s involvement
 Revised CCA-UNDAF: need to be involved in theRevised CCA-UNDAF: need to be involved in the
5 UNDG pilot countries selected (Benin, Ecuador,5 UNDG pilot countries selected (Benin, Ecuador,
Kenya, Madagascar and Pakistan)Kenya, Madagascar and Pakistan)
 Country-level MDG Reports: need to developCountry-level MDG Reports: need to develop
UNESCO’s involvementUNESCO’s involvement
 Problem: insufficient presence in many countriesProblem: insufficient presence in many countries
 CEB and UNDG (including CEB’s HLGP andCEB and UNDG (including CEB’s HLGP and
UNDG’sWorking Group on MDGs)UNDG’sWorking Group on MDGs)

20. C. Implications for UNESCO
 How comprehensive ?How comprehensive ?
 Some major issuesSome major issues


21.  How comprehensive are MDGs?
 Are the strategic interests and programmaticAre the strategic interests and programmatic
priorities of UNESCO adequately reflectedpriorities of UNESCO adequately reflected
in the MDGs ?in the MDGs ?
 Do MDGs sufficiently incorporate existingDo MDGs sufficiently incorporate existing
goals, commitments and plans of action setgoals, commitments and plans of action set
by or developed within UNESCO ?by or developed within UNESCO ?

22. MDGs and natural sciences
 Millennium Declaration aims at « Protecting ourMillennium Declaration aims at « Protecting our
common environment »common environment »
 The word « science » is not mentioned at all in theThe word « science » is not mentioned at all in the
Millennium DeclarationMillennium Declaration
 No mention of ethics of scienceNo mention of ethics of science (« new ethic of (« new ethic of
preservation and stewarship »)preservation and stewarship »)
 MDGs focus on environmental sustainability, withMDGs focus on environmental sustainability, with
strong implications forstrong implications for UNESCO’s water-relatedUNESCO’s water-related
programmesprogrammes
Goal 7: Ensure environmental sustainability
Target 9: Integrate the principles of sustainable development into country
policies and programmes and reverse the loss of environmental resources
Target 10: Halve, by 2015, the proportion of people without sustainable
access to safe drinking water

23. MDGs and social and human sciences
 Millennium Declaration strongly emphasizesMillennium Declaration strongly emphasizes
the role of human rights, and the values ofthe role of human rights, and the values of
freedom, justice, solidarity and sharedfreedom, justice, solidarity and shared
responsibilityresponsibility
 MDG # 8 on « Develop a Global PartnershipMDG # 8 on « Develop a Global Partnership
for Development »for Development »
 Target # 11 related to slum-dwellersTarget # 11 related to slum-dwellers

24. MDGs and culture
 The Millennium Declaration addressesThe Millennium Declaration addresses
culture of peace and dialogue amongculture of peace and dialogue among
civilizations, and cultural diversity, but onlycivilizations, and cultural diversity, but only
in its part on « Values and principles »:in its part on « Values and principles »: «« HumanHuman
beings must respect one other, in all their diversity of belief, culture andbeings must respect one other, in all their diversity of belief, culture and
language. Differences within and between societies should be neitherlanguage. Differences within and between societies should be neither
feared nor repressed, but cherished as a precious asset of humanity. Afeared nor repressed, but cherished as a precious asset of humanity. A
culture of peace and dialogue among all civilizations should be activelyculture of peace and dialogue among all civilizations should be actively
promoted.”promoted.”
 There are no culture-related MDGsThere are no culture-related MDGs

25. MDGs and communication - information
 NICTs, freedom of the media and right of theNICTs, freedom of the media and right of the
public to have access to information stronglypublic to have access to information strongly
advocated in the Millennium Declarationadvocated in the Millennium Declaration
 No mention of the « digital divide » in theNo mention of the « digital divide » in the
Millennium DeclarationMillennium Declaration
 MDG Target 18: «MDG Target 18: « In co-operation with theIn co-operation with the
private sector, make available the benefits of newprivate sector, make available the benefits of new
technologies, especially information andtechnologies, especially information and
communications »communications »
Indicator 47.Indicator 47. Telephone lines per 1000 peopleTelephone lines per 1000 people
Indicator 48.Indicator 48. Personal computers per 1000 peoplePersonal computers per 1000 people
Other Indicators to be developedOther Indicators to be developed

26. MDGs and education
Goal 2: Achieve universal primary education
Target 3. Ensure that, by 2015, children everywhere,
boys and girls alike, will be able to complete a full
course of primary schooling
6. Net enrolment ratio in primary education
7. Proportion of pupils starting grade 1 who
reach grade 5
8. Literacy rate of 15-24-year-olds
Other related goals/targets/indicators (HIV/AIDS, poverty, …)
+
Goal 3: Promote gender equality and
empower women
9. Ratio of girls to boys in primary, secondary and tertiary
education
10. Ratio of literate females to males of 15-to-24-year-olds
(including)
(including)
Target 4. Eliminate gender disparity in
primary and secondary education,
preferably by 2005, and to all levels of
education no later than 2015

27. Education MDGs and EFA :
establishing linkages
MDG goals:MDG goals:
 By 2015, to ensure that childrenBy 2015, to ensure that children
everywhere, boys and girls alike,everywhere, boys and girls alike,
will be able to complete a fullwill be able to complete a full
course of primary schoolingcourse of primary schooling
 Eliminate gender disparityEliminate gender disparity
in primary and secondaryin primary and secondary
education preferably byeducation preferably by
2005 and to all levels of2005 and to all levels of
education no later thaneducation no later than
2015.2015.
EFA goals:EFA goals:
1.1. Early childhood educationEarly childhood education
2.2. UPE (free, compulsory andUPE (free, compulsory and
of quality) by 2015of quality) by 2015
3.3. Learning needs of youngLearning needs of young
people and adultspeople and adults
4.4. Adult literacy increase by 50%Adult literacy increase by 50%
by 2015by 2015
5.5. Gender parity by 2005Gender parity by 2005
(primary and secondary),(primary and secondary),
gender equality by 2015gender equality by 2015
6.6. Quality of educationQuality of education
NB: The UNGASS on Children (May 2002) set a 90 percent target for
primary education by 2010

28.  Major challenges
for UNESCO
1.1. Ensuring a proper reflection of UNESCO’sEnsuring a proper reflection of UNESCO’s
priorities, content-wise and process-wisepriorities, content-wise and process-wise
2.2. Ensuring UNESCO’s participation andEnsuring UNESCO’s participation and
representation at global (UNDG/CEB)/country-representation at global (UNDG/CEB)/country-
level (UN country team)level (UN country team)
3.3. Sensitising all UNESCO programme managersSensitising all UNESCO programme managers
that ALL UNESCO programmes mustthat ALL UNESCO programmes must
henceforth be related to and cast in the contexthenceforth be related to and cast in the context
of MDGsof MDGs
This is a problem shared by all specialized
agencies (e.g.: ILO, WHO, FAO…)

29.  Some immediate
requirements for UNESCO
1.1. Contribute to review of CCA/UNDAFs for 5 pilotContribute to review of CCA/UNDAFs for 5 pilot
countries (Benin, Ecuador, Kenya, Madagascar andcountries (Benin, Ecuador, Kenya, Madagascar and
Pakistan)Pakistan)
2.2. Contribute to work of UN country teams in pursuit ofContribute to work of UN country teams in pursuit of
MDG Global Campaign and national MDG reportsMDG Global Campaign and national MDG reports
3.3. Contribute to monitoring and reporting on MDGContribute to monitoring and reporting on MDG
attainment (including UIS involvement)attainment (including UIS involvement)
4.4. Contribute to (UNDP) Human Development ReportContribute to (UNDP) Human Development Report
2003 (with its focus on MDGs)2003 (with its focus on MDGs)
……/…/…

30. ……/…/…
 Solidify UNESCO’s presence, participation andSolidify UNESCO’s presence, participation and
substantive contribution on all issues raisedsubstantive contribution on all issues raised
within UNDG and its sub-groupswithin UNDG and its sub-groups
 Senior presence at major intergovernmentalSenior presence at major intergovernmental
events (such as ECOSOC, General Assembly)events (such as ECOSOC, General Assembly)
to pursue UNESCO’s strategic intereststo pursue UNESCO’s strategic interests
 In-house information, communication andIn-house information, communication and
training (of staff at HQ+field) on MDGstraining (of staff at HQ+field) on MDGs

31. MDG monitoring and
reporting requirements
 At the global level:At the global level:
 contribute to thematic reports emanating from Prof.contribute to thematic reports emanating from Prof.
Sachs’ MDG Project;Sachs’ MDG Project;
 obtain agreement of all partners that EFA Monitoringobtain agreement of all partners that EFA Monitoring
Report serve as the main global reporting tool on the twoReport serve as the main global reporting tool on the two
education-related MDGs and other international MDG-education-related MDGs and other international MDG-
related instruments (such as PRSPs);related instruments (such as PRSPs);
 contribute to the statutory annual reporting to DESA.contribute to the statutory annual reporting to DESA.
 At the national level:At the national level:
 contribute and highlight UNESCO input to country-levelcontribute and highlight UNESCO input to country-level
MDG Reports;MDG Reports;
 contribute to CCA-UNDAF activities at the country-level.contribute to CCA-UNDAF activities at the country-level.

32. Solidify UNESCO’s
presence, participation
and contribution to UNDG
 Designate offices responsible for substantive input at HQDesignate offices responsible for substantive input at HQ
 Ensure substantive capacity by NYO, beyond present factual reporting onEnsure substantive capacity by NYO, beyond present factual reporting on
developmentsdevelopments
 Mainstream knowledge about MDGs and promote linkage to MDGs inMainstream knowledge about MDGs and promote linkage to MDGs in
activities of all Programme Sectors and Field Officesactivities of all Programme Sectors and Field Offices
 Raise UNESCO’s profile in MDG-related foraRaise UNESCO’s profile in MDG-related fora::
 at the global level (CEB, UNDG; sectoral contributions to CCA/UNDAF)at the global level (CEB, UNDG; sectoral contributions to CCA/UNDAF)
 at the country-level : preparation of CCA/UNDAF and MDG country reportsat the country-level : preparation of CCA/UNDAF and MDG country reports
(NB: this may have budgetary implications)(NB: this may have budgetary implications)
 Emphasize relevance to MDGs of existing frameworks and mechanismsEmphasize relevance to MDGs of existing frameworks and mechanisms
where UNESCO plays or can play a lead / coordinating / significant rolewhere UNESCO plays or can play a lead / coordinating / significant role
(especially EFA)(especially EFA)
 Promote UNESCO issuesPromote UNESCO issues (cultural diversity, dialogue, peace, science,(cultural diversity, dialogue, peace, science,
communication, quality education, etc.) in context of MDG pursuit and withincommunication, quality education, etc.) in context of MDG pursuit and within
framework of UNDG/CEB.framework of UNDG/CEB.

33. In-house information,
communication and training
 Demonstrate UNESCO’s institutionalDemonstrate UNESCO’s institutional
commitmentcommitment
 give higher profile to MDGs in institutional information -- including C/4,give higher profile to MDGs in institutional information -- including C/4,
C/5, regional strategies, EX/GC documents, speeches, press releases, etc.C/5, regional strategies, EX/GC documents, speeches, press releases, etc.
 contribute to UNDG’s Communication Strategy at all levels (includingcontribute to UNDG’s Communication Strategy at all levels (including
country-level).country-level).
 develop MDG-related UNESCO Website (in progress by BSP, atdevelop MDG-related UNESCO Website (in progress by BSP, at
www.unesco.org/bsp)www.unesco.org/bsp)
 ensure timely information and backstopping to sectors and Field Officesensure timely information and backstopping to sectors and Field Offices
on scheduled ACC/UNDAF, PRSPs, etc.on scheduled ACC/UNDAF, PRSPs, etc.
 Increase in-house awarenessIncrease in-house awareness
 develop staff training modules on interagency cooperation – includingdevelop staff training modules on interagency cooperation – including
revised CCA/UNDAF, MDGs and UN reform processes – with specialrevised CCA/UNDAF, MDGs and UN reform processes – with special
focus on Field staff (drawing on sample modules by other UNDG/CEBfocus on Field staff (drawing on sample modules by other UNDG/CEB
organisations).organisations).
 reflect on the effectivesness of UNESCO’s past interagency contributionreflect on the effectivesness of UNESCO’s past interagency contribution
and develop a strategy for enhancing influence and impact.and develop a strategy for enhancing influence and impact.

34. http://www.unesco.org/bsp/eng/mdg.htm