Substantial changes have occurred in the international development landscape over the past fifteen years. New forms of horizontal and bilateral cooperation among countries of the South have emerged, putting a premium on peer-to-peer transfer of resources and expertise among countries sharing similar concerns and perspectives, and the participation of a broader array of development actors in technical cooperation projects.

Indeed a multi-polar and more inter-connected world of development assistance is emerging, opening up vast opportunities for collaboration, knowledge and technology sharing, partnerships between developing countries, and with non-traditional development actors.  In this energized and multifaceted global network, the role of UNESCO is shifting. Whether on a global, inter-regional, regional or national scale, this calls for a revisiting of traditional development modalities.

As the Education Sector steps up its efforts to work with Member States on completing the unfinished business of Education for All, and elaborating the post 2015 international education agenda, its ability to act as a broker, moderator and instigator of partnership arrangements between education stakeholders in the South is being boosted. The Sector’s pivotal function as a clearing house for good practices in education is also being reinforced, as well as its ability to engage with Member States through cross-regional networks and communities of practice and the Category I and II Institutes.