Development Co-operation Report 2015

Making Partnerships Effective Coalitions for Action

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With the adoption of the Sustainable Development Goals, the question of how to finance, implement and monitor these goals moves to the centre of the debate. Today, international development co-operation takes place in an increasingly complex environment, with an ever growing number of actors, policies and instruments involved. This complexity raises the stakes for achieving the goals, but also opens up new opportunities. Although governments will remain the key actors in the implementation of the new post-2015 goals, the role of non-state actors such as civil society, foundations and business is growing. Their association through effective partnerships will be key to the implementation of the post-2015 agenda.

The Development Co-operation Report 2015 explores the potential of networks and partnerships to create incentives for responsible action, as well as innovative, fit-for-purpose ways of co-ordinating the activities of diverse stakeholders. The report – Making Partnerships Effective Coalitions for Action – looks at a number of existing partnerships working in diverse sectors, countries and regions to draw lessons and provide practical guidance, proposing ten success factors for post-2015 partnerships. A number of leading policy makers and politicians share their insights and views.


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Development partnerships in education

While development partnerships in basic education have taken many forms, the Education for All Fast Track Initiative and its successor, the Global Partnership for Education, have best expressed the aspirations of the international community. Unlike in the health sector, these education partnerships did not initially establish a global fund. Instead, they sought to establish a compact among development co-operation providers and governments to catalyse increased contributions by both. In practice, the formation of the partnership had a long gestation period. Despite improvements in the governance arrangements and operational procedures, the question remains open whether the promise of a catalytic effect has been realised. Building on lessons learned, it is clear that partnerships after 2015 will need more funds and better evidence to deliver improved education outcomes.This chapter also includes an opinion piece by Qian Tang, Assistant Director-General for Education, UNESCO.

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