PHILIPPINE INITIATIVES IN THE
IMPLEMENTATION OF THE
Edgardo (Dune) Aranjuez II
National Economic and Development Authority
Sustainable Development Goals Conference
DLSU, Manila
19 August 2016
Outline
MDG outcomes and lessons
National Priorities in Relation to the 2030 Agenda
The Philippine SDGs
National Efforts in SDGs Mainstreaming
Means of Implementation
Next Steps
Possible roles of key actors
I. MDG Outcomes and lessons
Probability of Meeting the MDGs
HIGH
Food
poverty
Education
School participation
Empowering women
Infant & under-5 mortality
Malaria morbidity
Tuberculosis incidence
Access to safe water
Access to sanitary toilet
facilities
MEDIUM
Income
poverty
Nutrition
Underweight children
LOW
Education
Cohort survival
Gender disparity
Political participation
Maternal mortality
Access to reproductive
health
HIV/AIDS
I. MDG outcomes and lessons
What worked
Clear institutional arrangements and
multisectoral engagements and partnerships
Policy support
Program and project support
Localization efforts
I. MDG outcomes and lessons
Challenges
Spatial and sectoral disparities
Natural and man-made shocks
Weak implementation and monitoring at local level
Conscious efforts to achieve the MDGs still wanting
Data constraints
Insufficient timely and reliable data especially at the
local level
II. National Priorities in Relation to 2030 Agenda
Philippine Development Framework
Make the 2030 Agenda a reality and leave no one behind.
II. National Priorities in Relation to 2030 Agenda
Results of national & local consultations on the
Post-2015 Development Agenda
Poverty reduction
and social inclusion
Fair and stable order
based on
International Rule of
Law
PRINCIPLES
Human rights
Equality, equity, people
empowerment, social
cohesion & justice
Accountable governance
Sustainable & inclusive
development
Accountable,
responsive and
participatory
governance
Environmental
sustainability, climate
change and disaster
risk management
Peace and security
10 Point Agenda
1. Continue and maintain current macroeconomic
policies, including fiscal, monetary and trade policies.
2. Introduce progressive tax reform, and more
effective tax collection, indexing taxes to inflation.
3. Increasing competitiveness and the ease of doing
business, drawing upon successful models used to
attract business to local cities such as Davao, as well
as pursuing the relaxation of the constitutional
restrictions on foreign ownership, except with regards
land ownership, in order to attract foreign direct
investments.
6. Ensuring security of land tenure to encourage
investments and address bottlenecks in land
management and titling agencies.
7. Investing in human capital development, including
health and education systems, as well as matching
skills and training to meet the demands of
businesses and the private sector.
8. Promoting science, technology and the creative
arts to enhance innovation and creativity toward selfsustaining and inclusive development.
4. Accelerating annual infrastructure spending to
account for 5 percent of the gross domestic product,
with public-private partnerships playing a key role.
9. Improving social protection programs, including
the governments conditional cash transfer program,
in order to protect the poor against instability and
economic shocks.
5. Promoting rural and value chain development
toward increasing agricultural and rural enterprise
productivity and tourism.
10. Strengthening the implementation of the
Responsible Parenthood and Reproductive Health
Law to enable, especially, poor couples to make
III. Philippine SDGs
Comparison of MDGs and SDGs
MDGs
SDGs
Number of
Goals
17
Number of
Targets
21
169
Number of
Indicators
(global)
60
230
Social
Economic growth, social inclusion &
environmental protection
Target
Developing countries,
particularly the poorest
Entire world (rich and poor)
Formulation
Produced by a group of
experts
Result of consultation process
among:
- 193 UN Member States
- Civil society
General scope/
focus
15 Years 17 Goals 169 Targets 230 Indicators
Approved Sustainable Development Goals, Targets and Indicators
GOALS
TARGETS
INDICATORS
Goal 1: End poverty in all its forms everywhere
12
Goal 2: End hunger, achieve food security and improved
nutrition and promote sustainable agriculture
14
Goal 3: Ensure healthy lives and promote well-being for all at all
ages
13
26
Goal 4: Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all
10
11
Goal 5: Achieve gender equality and empower all women and
girls
14
Goal 6: Ensure availability and sustainable management of
water and sanitation for all
11
Goal 7: Ensure access to affordable, reliable, sustainable and
modern energy for all
Goal 8: Promote sustained, inclusive and sustainable economic
growth, full and productive employment and decent work for all
12
17
Goal 9: Build resilient infrastructure, promote inclusive and
sustainable industrialization and foster innovation
12
Approved Sustainable Development Goals, Targets and Indicators
GOALS
TARGETS
INDICATORS
Goal 10: Reduce inequality within and among countries
10
11
Goal 11: Make cities and human settlements inclusive, safe,
resilient and sustainable
10
15
Goal 12: Ensure sustainable consumption and production
patterns
11
13
Goal 13: Take urgent action to combat climate change and its
impacts
Goal 14: Conserve and sustainably use the oceans, seas and
marine resources for sustainable development
10
10
Goal 15: Protect, restore and promote sustainable use of
terrestrial ecosystems, sustainably manage forests, combat
desertification, and halt and reverse land degradation and halt
biodiversity loss
12
14
Goal 16: Promote peaceful and inclusive societies for
sustainable development, provide access to justice for all and
build effective, accountable and inclusive institutions at all
levels
12
23
Goal 17: Strengthen the means of implementation and revitalize
the Global Partnership for Sustainable Development
19
25
Goal 4: Ensure inclusive and equitable education and promote lifelong learning opportunities for all
Target 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
Target 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
4.2.1 Proportion of children under 5 years of age 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
Target 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
Target 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
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons
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
Target 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 Percentage 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
Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for
4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curr
Target 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
4.a.1 Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic
Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially
4.c.1 Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-ser
SDG 4 indicators
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
4.2.2 Participation rate in organized learning
(one year before the official primary entry age),
by sex
4.3.1 Participation rate of youth and adults in
formal and non-formal education and training in
the previous 12 months, by sex
4.5.1 Parity indices for all education indicators
4.6.1 Percentage 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.a.1 Proportion of schools with access to:
(a) electricity; (b) the Internet for pedagogical
purposes; (c) computers for pedagogical
purposes; (d) adapted infrastructure and
materials for students with disabilities; (e) basic
drinking water; (f) single-sex basic sanitation
facilities; and (g) basic handwashing facilities (as
per the WASH indicator definitions)
4.b.1 Volume of ODA flows for scholarships
SDG 4 indicators
4.2.1 Proportion of children under 5 years of
age who are developmentally on track in health,
learning and psychosocial well-being, by sex
4.4.1 Proportion of youth and adults with
information and communications technology
(ICT) skills, by type of skill
4.7.1 Extent to which (i) global citizenship
education and (ii) education for sustainable
development, including gender equality and
human rights, are mainstreamed at all levels in:
(a) national education policies, (b) curricula, (c)
teacher education and (d) student assessment
4.c.1 Proportion of teachers in: (a) pre-primary;
(b) primary; (c) lower secondary; and (d) upper
secondary education who have received at least
the minimum organized teacher training (e.g.
pedagogical training) pre-service or in-service
required for teaching at the relevant level in a
given country
IV. National Efforts on SDGs Mainstreaming
Building Awareness
Integrate SDGs in Plans and
Programs
NATIONAL-LEVEL
MAINSTREAMING
SDGs Indicators Development
Review of Institutional
Mechanisms
IV. National Efforts on SDGs Mainstreaming
Building awareness
Briefings on the SDGs for various national government
agencies, universities, and non-governmental organizations
Theme- and sector-focused fora and workshops
IV. National Efforts on SDGs Mainstreaming
Integrate SDGs in plans & programs
Long-Term Vision (AmBisyon Natin 2040)
Integrating SDGs in LTV
Successor Medium-Term Development Plan
Philippine Development Plan
Public Investment Program
Budget Priorities Framework
Sectoral Plans
SDGs Chapter on Philippine Statistical Development Program
(PSDP) 2011-2017 Update
IV. National Efforts on SDGs Mainstreaming
Development of SDGs indicators
Global Level Participation
Accomplishment of questionnaires for the development of
the SDG indicator framework
Participation in international fora
Co-chair of the International Inter-Agency and Expert Group
on SDG Indicators (IAEG-SDGs)
National Level
Learnings on Generating and Monitoring MDG Indicators
Updates on the Identification, Assessment and Prioritization
of SDG indicators
IV. National Efforts on SDGs Mainstreaming
Development of SDGs indicators
Conduct of Technical Workshops on the SDGs Indicators
DATE
OBJECTIVES
PARTICIPANTS
October 2015
Assess initial list of SDG indicators
NEDA and Philippine
Statistics Authority (PSA)
October 2015
Assess initial list of SDG indicators; identify
relevant SDG indicators to be monitored in the
Philippines
Government agencies;
academe; civil society;
private sector; NGOs; UN
agencies
April 2016
Conduct initial assessment of the agreed
global SDG indicators in preparation for the
Multi Sectoral Workshop
NEDA and PSA
May 2016
Validate the initial assessment of the global
SDG indicators; identify priority indicators from
the tier 2 & 3 global SDG indicators; identify
additional indicators deemed relevant.
Government agencies;
academe; civil society;
private sector; NGOs; UN
agencies
IV. National Efforts on SDGs Mainstreaming
Development of SDGs indicators
Issues and concerns
Data availability and disaggregation
Lack of clarity of technical terms used/no clear definitions of terms used
for the indicators
Need to check overlaps and inconsistencies of concepts of indicators
across Goals
Accountability and ownership
Budget
Possible venues of technical support
Capacity building
Improvement of data system/data generation, instruments for subnational
and local level monitoring
Advocacy/IEC campaigns
Conduct of regular surveys
Human resources
IV. National Efforts on SDGs Mainstreaming
Review of institutional mechanisms
Existing Mechanisms for the MDGs
Cabinet Cluster on
Human Development
and Poverty Reduction
Social Development
Committee
Special Committee
on MDGs
Multisectoral
Committee on
International Human
Development
Commitments
Philippine Council for
Sustainable
Development
Cabinet Cluster on
Economic
Development
Cabinet Cluster on
Climate Change
Adaptation and
Mitigation
Regional Social
Development
Committee
IV. National Efforts on SDGs Mainstreaming
Review of institutional mechanisms
No Centralized Coordinating and Reporting Body for the SDGs
Creation of a dedicated oversight committee and its technical
secretariat
Composed of the heads of the various concerned national
government agencies with the Secretary of Socioeconomic
Planning as the Chair
Establishment of Mechanism for the SDGs at the Subnational
Level
NEDA Subnational Offices in Mindanao have passed a resolution
requesting the establishment of an operational and integrated
mechanism within the NEDA in the localization of the SDGs
V. Means of Implementation
Financing Plan
Effective Development Cooperation
Capacity-building
Planning and Costing tool
VI. Next Steps
SDGs Implementation Roadmap
Institutional Arrangements
Development of SDGs Indicators
Incorporate the SDGs in national development frameworks
Advocate / build ownership of the SDGs.
Strengthen capacities of local leaders and communities, statistical
agencies and concerned institutions;
VII. Possible roles of key actors
Implementing partners in the provision of services
Partners in building capacities
Partners in building data
SDG Champions /Advocates
Participation in planning, monitoring, resource mobilization
Leave
No
One
Behind.