Completion Report of the Education for Competitiveness (E4C) Initiative P154172 June 2019 1 BACKGROUND The Education for Competitiveness (E4C) initiative is the result of a cross-institutional collaboration led by the World Bank Group (WBG) and the Islamic Development Bank (IsDBG), involving 13 partners in international development and the private sector.1 Earmarked for the Middle East and North Africa (MENA) region, E4C was centered on principles of regional partnerships, cutting-edge interventions and the production of regional public goods. Beyond the successes of its interventions, the ability of the program to leverage the financing and expertise of the IsDBG provided a blueprint for a regional agenda that seeks to maximize the impact on education outcomes, particularly for the most vulnerable socioeconomic groups. Following agreements between IsDBG and WBG to collaborate on E4C initiative, a joint working group was established in October 2014 and a Concept Note was approved in May 2015. All planned activities have been completed or are on-going as part of lending projects or ASAs, which are summarized in this completion report. A Program review was conducted in 2017, and the 2018 review was decided to be replaced by this completion report. Objective and Framework The objective of the Multiregional Programmatic Approach Program is to “jointly with the IsDBG, support member countries to enhance the contribution of their education and training systems to country growth and competitiveness.� The E4C initiative, which focuses on the Middle East and North Africa (MENA) region, consists of a framework with one goal, three principles, and four interventions (table 1). Table 1. The E4C Framework: One Goal, Three Principles, and Four Interventions Goal To support countries in improving their education and training systems so that these contribute to improved socioeconomic outcomes, including higher productivity, growth, social cohesion, and inclusion. Principles Interventions 1. A global reach, regional perspective, and 1. Expanding early childhood development local solutions 2. Boosting 21st century skills and values 2. Deeper and wider partnerships 3. Enhancing career guidance and opportunities 3. Innovative and transformational 4. Promoting information for accountability interventions Support to the MENA region and countries under E4C takes the form of: 1. A regional agenda for education based on global experience with local solutions. 1 E4C partners and organizations include DFID, UNESCO, Amazon Web Services, UNICEF, RTI, Brookings and Save the Children. Local foundations include the Salma bin Hamdan foundation, the Al-Qasimi Foundation and the Queen Rania Foundation. 2 2. Partner coordination, taking advantage of each one’s comparative advantage. 3. Regional public goods and opportunities for exchange. 4. Direct country-level support under the E4C framework. ACHIEVEMENTS E4C has been instrumental to the MENA Education regional agenda. Regional public goods have been developed, and both the WBG’s and IsDBG’s direct country-level support/interventions to education in the region are being consistently and continuously informed by the E4C framework. Agreed on a Framework for a Regional Education Agenda The four critical areas that form the E4C framework were based on consultations carried out by the WBG and IsDBG in the second half of 2015. The E4C Framework has been discussed, further developed and endorsed at several high-level meetings (table 2). Table 2. High-Level E4C Meetings and Endorsements April 2018 E4C was discussed at a roundtable of finance, planning, and education ministers in the WBG-IMF Spring Meetings in Washington, DC. April 2017 E4C was discussed at a roundtable of finance, planning, and education ministers in the WBG-IMF Spring Meetings in Washington, DC. The E4C Framework Paper was updated in the E4C Path of Opportunity Paper. February 2017 At the World Government Summit in Dubai, the President of the WBG announced E4C and launched the Global Platform for Education, which will take place annually at the World Government Summit, and which will be framed by E4C. December 2016 E4C was discussed at the MENA region’s Ministers of Education Annual Meeting in Jordan, organized by ALECSO, where it was endorsed by the ministers February 2016 E4C was the focus of an Education Ministerial Meeting in Rabat, at which time the specifics of the E4C design was discussed and agreed. This led to the publication of the E4C Framework Paper. October 2015 E4C was discussed at a roundtable organized by IsDBG at the WBG-IMF Annual Meetings in Lima, Peru July 2015 An event to discuss an E4C issues paper jointly developed by IsDBG and WBG took place in Maputo, Mozambique at the sidelines of the IsDBG Annual Meeting. Mobilizing Partners and Resources A key feature of E4C has been the strengthening of existing and formation of new partnerships with international, regional, and local stakeholders. Through these partnerships, the E4C initiative has 3 benefited from (1) advocacy, (2) financing, and (3) knowledge sharing. E4C was discussed at various regional events, for example at the E4C Partners Day in Marseille (April 2016) and the Regional Partners Day in Rabat (March 2017). In addition to the strong partnership with IsDBG, OECD and UNICEF are also partnering with the WBG on technical subcomponents and policy dialogue. A list of partners and organizations involved in activities under E4C is shown in table 3. Table 3. E4C Partners and Organizations involved in activities under E4C DFID Dubai Cares OECD UNESCO UNICEF Queen Rania Foundation Save the Children Salama Bint Hamdan Foundation Brookings Institute Al Qasimi Foundation for Policy RTI Amazon Web Services Research CMI Al-Ghurair Foundation Education Beirut Digital District Providing Regional Public Goods and Direct Country-Level Support E4C has produced several regional public goods for education. Given that the four intervention areas of E4C are game changers in the region and are critical to enhance the quality and relevance of education, both the WBG’s and IsDBG’s current and pipeline education operations in MENA countries are being informed by E4C. The program is sustainable through these four continuations and has been used to inform the design of several projects and ASAs. A list of education programs and projects with components aligned to E4C interventions is shown in table 4. Table 4. World Bank Current and Pipeline Programs and Projects with E4C Components Egypt • The Supporting Egypt Education Reform project (US$500 million) was signed in April 2018. The project includes components on enhanced school capacity, 21st century skills, strengthening early grade literacy and numeracy and information for accountability Iraq • A technical assistance (TA) program for Iraq’s Kurdistan region that concluded in November 2017, included the development of an ECE strategy. Jordan The Jordan Education Reform Support Program includes the following components aligned with E4C: • Expanded access and improved quality of early childhood education (aligned with E4C component “Expanding ECD�) • Improved teaching and learning conditions (aligned with E4C component “Boosting 21st Century Skills & Values�) Morocco Service delivery indicators are being adapted in Morocco and field tested in a representative sample of schools, under a WBG project. Saudi Arabia 4 A RAS program in Saudi Arabia includes the development and field testing of a modified Early Grade Reading Assessment (EGRA) tool, a review of curriculum and teaching practices in grades 7-9 to identify 21st century skills (focusing on Arabic and social studies) and informs the informs the development of a framework for 21st century skills. Tunisia • A technical assistance (TA) program includes the development of an ECD strategy. • The Strengthening Foundations for Learning Project (approved in May 2018) includes an early grade reading activity, an information for accountability intervention (national learning assessment), and a 21st century skills activity. Palestine • The project West Bank and Gaza: Improving Early Childhood Development in the West Bank and Gaza (P168295) is being fully aligned with the ECD pillar of E4C and uses the initiatives conducted under E4C to inform the project design in terms of (1) quality standards, (2) mechanisms for monitoring, and (3) mechanisms for ensuring compliance and promoting continuous quality improvements. Intervention 1: Expanding Early Childhood Development (ECD) To achieve the objective to catalyze countries’ efforts to Rationale for Intervention on expand quality early childhood development in the region, Expanding Early Childhood E4C set out to (1) develop a regional agenda for ECD, (2) assist Development quality improvements in ECD, and (3) support expansion of quality ECD. In its first year, the intervention focused on ECD yields benefits throughout creating institutional awareness of the importance of children’s lives up to adulthood. These investing in early childhood education (ECE) and ensuring its benefits range from higher school high-quality provision. enrollment rates to less repetition and fewer dropouts. ECD is also associated To support a regional agenda for ECD, a regional workshop on with more productive economic Impact Evaluation and measurement of early childhood trajectories in adulthood, and stronger education in MENA was held on April 14-20, 2018 in Abu economic growth for countries. Yet, Dhabi. The workshop convened government delegations, the MENA region lags significantly regional foundations and development partners, academic behind in ECD when compared to institutions and local organizations. The workshop provided other regions of similar economies. training on impact evaluation, including training modules For example, the region’s preprimary enrollment rate (30 percent) is specific to ECE. More details are provided in annex B, which significantly below the world average describes the workshop agenda. (44 percent). This limits the potential To assist quality improvements in ECD, the MENA-ECE Impact of a generation of children, while Evaluation Incubator was launched at the regional workshop making the region’s economy less productive and competitive in the in April 2018 in Abu Dhabi. Each of the ten participating long-run. country delegations (Algeria, Egypt, Jordan, Lebanon, Morocco, Oman, Palestine, Saudi Arabia, Tunisia, and the United Arab Emirates) was matched with a Principal Investigator who supported them in the development 5 of an impact evaluation proposal for a local ECE program. Furthermore, a study of ECE quality standards in 14 MENA countries was conducted. In consultation with an advisory group, a detailed note for countries looking to develop or improve their national quality assurance systems for ECE is being developed. The guidance note will include three sections: (1) quality standards, (2) mechanisms for monitoring, and (3) mechanisms for ensuring compliance and promoting continuous quality improvements. The description of the guidance note is attached as annex B. Lastly, the Measuring Early Learning Quality and Outcomes (MELQO) tool to measure early learning environments and child development outcomes has been translated into Arabic and French and is being adapted to the Tunisian context. 6 Intervention 2: Boosting 21st Century Skills and Rationale for Intervention on Values Boosting 21st Century Skills and Values To achieve the objective of supporting the delivery of educational services that produce graduates with the 21st Education systems in MENA currently century skills needed to achieve economic prosperity, human do little to promote 21st century skills well-being, and social cohesion in the MENA region, E4C and values, which are critical for developed an evidence base and agenda for the acquisition of success in today’s interconnected world. Twenty-first century skills refer 21st century skills. to a set of knowledge, skills, attitudes, Following a meeting of partners (WBG, IsDBG, OECD, and values, and ethics that are believed to UNICEF) in February 2017, the WB formalized its partnership be critically important to success in with UNICEF for the development of a Life Skills Measurement today’s world. Instrument for 12-14-year-old students in the MENA region. The instrument will measure student’s aptitude across the four life skill dimensions defined through the Life Skills and Citizenship Education (LSCE) initiative, with a focus on the following: • Learning Dimension: Creativity and Problem Solving • Employability dimension: Negotiation and Decision-Making • Personal Empowerment Dimension: Communication and Self-Management • Active Citizenship Dimension: Empathy, Respect for Diversity and Participation The instrument was discussed at a workshop2 and piloted in three champion countries (Egypt, Palestine, and Tunisia), which are integrating this work into their education systems: Egypt – Within its comprehensive education reform (Education 2.0), Egypt is integrating the life skills agenda into mainstream education. Integration of life skills is supported as part of the curriculum reform for grades Kindergarten KG1-Primary Grade 3 was completed in 2018 and is currently being carried out for grades 4-6. Further alignment between Education 2.0 and the core components of the LSCE Initiative are being undertaken, including integrating life skills in teacher professional development and national 2 A workshop was convened in Feb 2019 with a total of 30 people and included representation from the Ministries of Education (MOEs) of the three countries. Representatives included the from Egypt Ms. Nawal Shalaby, Director of Center for curriculum and Instructional Materials (CCIMD), Ramadan Anouma, Director of the National Center For Examination & Educational Evaluation (NCEEE). From Palestine, Mr. Mohammed Awad, Director General, Assessment, Evaluation, and Exams; and from Tunisia, Mr. Riadh Boubaker, Director General of Programmes and Professional Development. National Research Coordinators and other sector specialist from each country was also present. A full list of participants is attached. International partners also participated and included the International Association for the Evaluation of Educational Achievement – IEA, National Foundation for Educational Research – NFER, and the University of Roehampton. Additionally, Fons van de Vijver,Cross-Cultural Psychologist and expert in methods and data analysis of comparative research, was a guest speaker at the workshop and presented the innovations used in developing the instrument, providing detailed commentary and fielding questions regarding situational judgment tests. 7 assessment frameworks. The development of the Life Skills Measurement Instrument is being integrated within the portfolio of national education assessment tools to inform implementation of Education 2.0. Palestine – A national roadmap was developed for mainstreaming life skills and citizenship education within the national education system. The Ministry of Education, Birzeit University, and other partners developed the Learning Objects program, which focuses on the 12 core life skills and is implemented currently in grades 1-4. As of December 2018, a total 280 Learning Objects have been completed and the joint development of additional Learning Objects will continue in 2019 to reach grades 5-6. Tunisia – The new national curriculum framework (Kindergarten to grade 12 “K-12�) integrates the 12 core Life Skills with the aim of operationalizing them as transversal competencies on a progressive manner across all curriculum. Further integration of life skills into national assessment is being explored and it is expected to be informed by the development of the Life Skills Measurement Instrument. Intervention 3: Enhancing Career Guidance and Opportunities To achieve the objective of assisting students to make Rationale for Intervention on better-informed educational, training, and occupational Enhancing Career Guidance and choices, as well as find internships and first jobs in the MENA Opportunities region, E4C began to (1) map regional youth employment initiatives, and (2) strengthen technical and computing skills The transition from school to work in of MENA youth to prepare them to compete in the global MENA is one of the slowest and least economy. successful of all regions in the world. There are many reasons that account The E4C agenda paved the way for the creation of the Skills for this, but one significant binding for the Future Initiative (SFI) by deepening relationships with constraint is a lack of timely and partners and client countries. SFI was created under the correct information enabling “Enhancing career guidance and opportunities� pillar of E4C. prospective and current labor market SFI aims to prepare MENA youth to compete in the global participants to make informed economy by equipping them with skills necessary for the choices. future of work. In the changing future of work, skills that can be substituted by technology are fading in demand but skills that complement technology are becoming highly valued. SFI ensures youth have the skills they need to participate fully in the digital economy and are prepared for technological change. SFI has three key objectives spread across two components: • Component 1: Digital Skills Development o Empower youth in the region with digital skills that prepare them for the future of work o Create a model for partnerships with the private sector to build digital skills • Component 2: Digital Skills Mapping o Address knowledge gaps in the demand and supply of digital skills. SFI responds to the demand-shaping role of technology and also leverages it as a delivery catalyst. 8 Technology as a demand-shaper •SFI builds skills essential for the changing nature of work Technology as a delivery catalyst •SFI leverages digital platforms to build digital skill SFI & technology SFI has three key mechanisms for digital skills development: 1. Short-term training boot camps; 2. Building skills through expansion of existing online platforms; and 3. Creating partnerships between education institutes and the private sector to address the digital skills gap. Long-term: partnerships to Medium -term: inform Building skills curriculum Short-term: SFI through online training platforms bootcamps SFI Training Bootcamps: SFI boot camps provide an opportunity for youth to (i) understand the changing nature of work and identify key skills needed for the future of work, (ii) receive introductory training in these skills and (iii) be exposed to different virtual skills development platforms; The first of these training boot camps was conducted in Egypt in June 2018. The event was structured around a two-day training for 200 students and 70 teachers on essentials of cloud computing. The training content was based on Amazon Web Services (AWS) Cloud Practitioner Essentials curriculum and delivered by the AWS Educate and Training teams in Arabic. The training created a strong demand for partnerships within Egypt and a request for scale-up across the region. Future boot camps will be organized in collaboration with training partners and will aim to optimize cost-savings by leveraging partners’ resources. Expansion of digital platforms: The past decade has seen a rise in the range of digital platforms that focus on skills development. Platforms like AWS Educate that builds cloud computing skills or Al-Ghurair Foundation’s Young Thinkers Program which focuses on 21st century skills provide a unique opportunity to leapfrog skills development for the future of work. While these resources have been available for several years, their up-take and expansion remain low in the region. This is mainly due to a lack of 9 exposure and appreciation, among youth and policy-makers, of their value-added in preparing the future workforce. SFI serves as a launching platform to raise awareness about digital skills development platforms and encourage youth to utilize their devices to build market-relevant skills at their own pace. Partnerships between education institutes and private sector: SFI aims to create a model for partnerships with private sector to build digital skills. It responds to the strong need of collaboration between the public and private sectors to improve digital skills in a coordinated and coherent way. This model is inspired by AWS Educate’s partnership with US higher-ed institutes which focused on the reform of curriculum to create specific degrees, such as the Associate Cloud Computing Degree. SFI Partnerships: SFI has an on-going partnership with AWS Educate to bring cloud literacy and digital skills to students and educators in the Middle East and North Africa, with the goal of connecting students with high-demand technology jobs. Cloud computing has the potential to connect billions more people to digital networks, dramatically changing the way we learn and the way we work. The time is now to understand and proactively manage the transition of education service delivery and future jobs. The opportunities presented by cloud-based services are particularly relevant to the MENA context where the challenge of out of school children in fragile and conflict areas cannot be adequately addressed by traditional brick and mortar infrastructure. SFI also leverages an existing Memorandum of Understanding (MoU) with the Al-Ghurair Foundation to complement digital skills with soft skills such as communication, critical thinking, creativity and collaboration. Furthermore, SFI has interest from Code.org and other skills providers for future activities. SFI Model Current Gaps How Does SFI address these gaps (relevant component) SFI training boot camps (C1) Information Gaps • Short-term training boot camps which identify the skills required • Lack of awareness regarding changing for the future of work and provide exposure to digital skills nature of work and its impact on development resources demand for skills Analytical work (C2) • Limited exposure to current digital • Skills mapping to provide a clearer picture of the supply and skills development platforms demand of digital skills in the region Online platforms (C1) • Allows an opportunity to leapfrog the inadequacies of the Capacity Gaps current training system to build digital skills in the medium term. Current Education institutes are not prepared to respond to the changing nature of work Private sector partnerships (C1) • Allows the education system to catch up with the changing nature of work through curriculum reform and teacher training 10 Intervention 4: Promoting Information for Accountability To achieve the objective of strengthening accountability by all Rationale for Intervention on stakeholders for school improvement by producing and Information for Accountability disseminating a set of robust indicators on quality of service delivery at the school level, E4C (1) developed relevant service Relevant information about the delivery indicators at the school level, (2) implement country- quality of education services has specific service delivery indicators, and (3) strengthened the largely been unavailable to capacity of stakeholders to use information for accountability. stakeholders—families, civil society, and even policy makers—in the MENA To raise awareness and understanding of the need for region. Yet, without consistent and information for accountability, a regional workshop on accurate information on how service Information for Accountability was held on September 12-13, providers are performing, it has been 2017 in Marseille, France in collaboration with the Center for difficult for stakeholders to diagnose Mediterranean Integration, Brookings and the Islamic issues and, ultimately, bring about Development Bank. school improvement. The workshop brought together key stakeholders and provided a platform for discussion and brainstorming on the way forward for better engagement in improving education quality through I4A measures. The 2-day workshop exposed policymakers to research and practice on the power and limitations of information for accountability and was organized in three parts: (1) Establishing a Shared Framework for Understanding Accountability in Education, (2) Information for Accountability, and (3) National Roadmaps for Development of Information for Accountability. The workshop concept note including the workshop agenda as Annex F. CHALLENGES AND LESSONS LEARNED The E4C initiative has experienced several challenges, which remained the same throughout the E4C life cycle, and several emerging lessons have been learned. Key challenges remained the same throughout the project cycle of E4C and take-aways based on lessons learned have been incorporated into activities as they progressed to ensure successful implementation of initiatives. Some of these lessons learned include: • Regional events can trigger a change and create ownership of transformational agendas. They can also provide a platform to discuss alignment with regional and corporate priorities and mandates and create an opportunity for undertaking activities that have clear buy-in from client countries. E4C exposed policy makers to tools, models, and experiences that they can use in their own education policy making. • An initiative which can serve as a knowledge starter can have substantial impact on lending: The E4C experience shows that agendas like ECD and 21st century skills can benefit from raising regional level awareness of the challenges and opportunities related to them. The E4C workshops and consultations helped policy makers to understand the links between post-basic education and the labor market as well as to take a systematic view of developing human capital in the knowledge society. Several of the lending projects in MENA have been directly informed by the 11 knowledge products and consultations undertaken through E4C. • Platform for private sector engagement: Private sector involvement is greater if collaboration is structured and a platform is provided for engagement. The SFI experience has been critical in creating a model for involving large player like Amazon Web Services in the digital skills agenda. • Expectations. As with any major education reform, the E4C intervention areas will take time to develop and implement, and results cannot be expected immediately. However, the need is urgent and the pressure for quick results is considerable. Managing expectations and ensuring that the team has adequate time and resources to carefully plan and manage the initiatives has been a challenge. • Time and resources. Initial efforts were delayed by the lengthy time required to (1) set up and engage WBG and IsDBG teams; and (2) obtain approvals for financing and the setting up of a fund that teams can use for implementation. NEXT STEPS The next steps for each intervention area, including areas of work for which funding or partnerships are required, include the following. 1. Expanding Early Childhood Education The ECE quality standards guidance note will be finalized and disseminated regionally. The Measuring Early Learning Quality and Outcomes (MELQO) tool is currently being pre-piloted in Tunisia. Projects in Jordan, Morocco, West Bank and Gaza and Egypt have ECE components that have been heavily informed by this E4C pillar. Given the strong interest of country delegations to convene on a regular basis and stay up to date on the latest evidence and best practices on ECE, regional workshops could be held annually, subject to financing. The MENA-ECE Impact Evaluation Incubator will aim to support the implementation of the strongest impact evaluation proposals, subject to financing. 2. Boosting 21st Century Skills and Values The initial design of the classroom measurement tool for the acquisition of social and emotional skills has been completed in 2019. Pilot intervention and impact evaluation of the instrument in Tunisia, West Bank and Gaza, and Egypt are envisioned to take place in future projects subject to appropriateness in interventions. 3. Enhancing Career Guidance and Opportunities The Skills for the Future Initiative (SFI) was launched in Egypt in June 2018 and will be continued through a new ASA. SFI has received seed funding from the MENA Tech Initiative which will be used to create a model of private sector collaboration for building in-demand digital skills. A joint strategy note is being prepared in collaboration with Amazon Web Services Educate. SFI is being planned as a separate ASA given it’s expanded focus and it’s strong alignment with MENA corporate priorities: Moonshot Targets Furthermore, SFI is closely aligned with the Moonshot Targets. Digital skills are critical to achieving the 12 second moonshot target of developing an infrastructure and regulatory apparatus that supports money transfer digitally through mobile devices and the internet. For the MENA region to grow as a producer as well as consumer of fintech solutions, the digital skills gap needs to be urgently addressed. Specific channels in which digital skills can boost progress towards the moonshot targets include: • Efficiency: The cloud provides an opportunity for entrepreneurs, including fintech providers, to leapfrog hardware investments and leverage speed and flexibility of operations in the cloud. • Machine Learning: One of the most sought-after fintech skills is Intelligent Cloud Computing (combination of Machine Learning and Cloud Computing), as it helps provide better financial solutions without the need for constant human intervention or assistance. The MENA region is lacking in ML and cloud computing skills. • Data-Privacy: A key concern in the rapid growth of the fintech sector is data privacy. Considering the increasing level of online criminal activity, data privacy has become the top priority across every industry. And none more so than in financial services, which is one of the sectors most affected by security breaches and hacks of all kinds. As financial services are delivered online, cyber risks will increase. This means only those financial institutions with robust cyber security and cyber risk management will be able to maintain trust and enhance their competitive edge to retain customers. Fintech providers will need workers that have the skills to create solutions that are secure and sustainable. • Tech-savy customers: For fintech consumption to grown, the region requires consumers that have the basic skills needed to leverage digital solutions Maximizing Finance for Development: SFI has an on-going partnership with AWS (Amazon Web Services) Educate to bring cloud literacy and digital skills to students and educators in MENA, with the ultimate goal of connecting students with high- demand tech jobs. This provides a unique opportunity to understand and proactively manage the transition of education service delivery and future jobs to the cloud. As mentioned above, SFI has interest from Code.org, Al-Ghurair Foundation Education and other skills providers for future activities. MENA Regional strategy: SFI focuses on transformational digital skills that are relevant to the changing nature of work, such as cloud computing, machine learning and coding. Regional Cooperation: Being a regional program, SFI aims to address the digital skills gap across the region and leverage the fact that digital skills can be developed and used across borders. The future of work is transcending physical boundaries, hence creating a regional demand for digital skills. The entire region is facing an immense pull for skills that are relevant to the fourth industrial revolution. Renewing the social contract requires a new development model built on greater trust; openness, transparency, inclusive and accountable service delivery; and a stronger private sector that can create 13 jobs and opportunities for the youth of the region. SFI fits this strategic pillar in two ways: • Empowering and engaging the youth to make them active participants of the digital economy and build greater trust between them and the governments. • Leveraging private sector linkages to build market-relevant skills among the youth in the region. Reconstruction and Recovery: The opportunities presented by the cloud are particularly relevant to the MENA context where the challenge of out of school children in fragile and conflict areas cannot be addressed by traditional brick and mortar infrastructure. Cloud computing skills can be specifically transformational for the refugee populations who may not have the necessary resources to benefit from the existing education and jobs infrastructure. By plugging them to the opportunities of the cloud, they can not only learn from anywhere but also benefit from virtual job opportunities. 14 LIST OF DELIVERABLES ECD HIGH-LEVEL REGIONAL WORKSHOP ON EARLY CHILDHOOD EDUCATION AGENDA ECE QUALITY ASSURANCE SYSTEM - GUIDANCE NOTE Enhancing Career Guidance SFI overview Regional mapping of youth initiatives 21st Century Skills Development of Life Skills Measurement Instrument (Tunisia, Egypt, and Palestine) Others E4C Online Consultations Summary Background Issues Paper – E4C Framework 15