NOTE TO THE MEMBERS OF THE DEVELOPMENT COOPERATION

INSTRUMENT COMMITTEE

Annual action programme 2020 in favour of Paraguay to be

financed from the general budget of the Union

1. Identification
Budget heading 21.02.12.00 – Latin America – Poverty reduction and
sustainable development
Total cost EUR 41 340 000 of EU contribution
Basic act Development Cooperation Instrument

2. Country background

Economic growth has been robust, outpacing the region even in the face of the difficulties of
some of its neighbours and major trading partners. Over the past decade, growth (average of
4.4% in the period 2009-2018) has contributed to lifting substantial swathes of Paraguayans
out of poverty lowering considerably the poverty rate from 45% in 2007 to 24.2% in 20181.
However, there has been a recent increase in extreme poverty from 4.4% in 2017 to 4.8% (an
additional 33,000 to reach a total of 335,000 citizens) in 2018. Macroeconomic fundamentals
have remained intact with low inflation (4%) and low government deficits (1.5%/gross
domestic product (GDP)). Public debt is maintained within sustainable levels of (20.2% of
GDP in 2018).

The July 2019 report from the United Nations Economic Commission for Latin America and
the Caribbean (CEPAL)2 estimates regional growth at 0.5% with Paraguay’s 2019 GDP
growth forecast substantially decreased to 1.6%. Notwithstanding greater efforts to widen the
tax base and enforce compliance, tax collection remains low due to a generous system of
exceptions and deductions (including for the wealthiest) and a system which is not
redistributive. With a considerably gloomier outlook foreseen for both regional and national
growth, Paraguay will be required to take a cautious approach to the 2020 State Budget in
order to reconcile macroeconomic stability with adequate growth in a relatively volatile
context.

Paraguay is characterised by a youthful nation (50% of the population below the age of
25 years) that urgently requires knowledge and skills that are adapted for labour insertion into
21st century professions. Education is a top priority and a catalyst for sustainable
development, greater social inclusion and poverty reduction.

Paraguay is struggling to make the Sustainable Development Goals (SDG) an important part
of its policy agenda. Lack of coordination, weak institutional capacities and outright
challenging of selected SDG from influential circles are the main challenges.

1
Encuesta Permanente de Hogares 2018
2
https://www.cepal.org/es/publicaciones/44674-estudio-economico-america-latina-caribe-2019-nuevo-contexto-financiero-
mundial

1
3. Summary of the action programme

1) Background
With respect to education, Paraguay has made substantial progress in various dimensions of
its education system in recent years but major challenges remain. With approximately 50% of
the population under the age of 25years, the demographic dividend can only be fully
harvested if Paraguay improves the quality of education and the qualification and skills of its
workforce.

Paraguay's current education system must attend to a diverse and often remotely-located
student population with the need to deliver a service in both Castellano and Guaraní. Out of a
population of 7,053,000 inhabitants, in 2018 there were 1,451,663 children enrolled in general
basic education commencing at the age of five. Of these 2% (23,500) are indigenous and 2%
defined as having special needs. The state employs over 70,000 teachers and manages the vast
majority of educational establishments, representing 85% of schools (8,518/10,021). 62% of
schools are located in urban areas. Linguistically 30.7% of the population speaks both
Castellano and Guaraní with by far the largest concentration of Guaraní-speakers in the rural
areas (66.9%).

Persistent low quality education and poor learning results are major obstacles to inclusive and
sustainable development in Paraguay. The latest 2018 PISA for Development (Programme for
International Student Assessment - PISA-D) results evidenced extremely low levels of student
achievement with only minimum proficiency in the core subjects of reading, mathematics and
science. This action will focus on access and quality through improvement of early childhood
education, improved initial and in-service teacher training, better learning results and
pertinent upper secondary education. The action will also aim at strengthening the governance
of the sector through dedicated support to the Ministry of Education and Sciences.

Concerning Agenda 2030, effective implementation suffers from the absence of a government
policy coordination mechanism supported at highest level. The current Sustainable
Development Goal (SDG) Commission lacks the required rank and resources. The 2030
Agenda is far from being a state policy. Information is scarce and the Agenda and SDG
remain unknown to most civil servants, the private sector and citizens in general. This action
aims to promote and accelerate the implementation of the 2030 Agenda in Paraguay, with the
objectives of strengthening institutionality for implementation of the 2030 Agenda and
mobilizing society for SDG implementation. The programme will support an indispensable
strengthening of the national SDG coordination mechanism and statistics. Following a facility
approach it will strengthen the integration of environment and gender SDG in policies, while
at the same time remaining flexible to support opportunities in other sectors.
2) Cooperation related policy of beneficiary country

A National Development Plan (NDP) 2014-2030 is in place, defining the strategic objectives,
policy priorities and lines of action for Paraguay’s development. The main priorities of the
NDP are as follows: 1) Poverty reduction and social development, 2) Inclusive and
sustainable growth and 3) Inserting Paraguay in the World. In addition, four cross-cutting
themes are mentioned: equal opportunities, efficient and transparent public management,
territorial planning and development, and environmental sustainability.

2
In terms of specific education sector policy, the National Education Plan 2024 focuses on
three main strategic areas: equal opportunities (elimination of barriers to access and improved
retention, strengthened infrastructure, improved technical and vocational education), quality
education (at all levels with a focus of differential learning materials, career development for
teachers and ICT incorporation) and sector governance (more efficiency at central and
territorial level together with greater involvement on civil society). The recently adopted
Education Action Plan 2018-2023 (EAP) aims to accelerate reforms and represents the
government roadmap with a clear intervention framework, indicators and goals and is
considered a solid, relevant and credible cooperation framework.

In terms of specific Agenda 2030 policy, the NDP 2030 is currently under revision in order to
fully align it with the Agenda 2030 and to ensure a monitoring mechanism for each SDG. To
reinforce the mainstreaming and reporting on SDGs, an Inter-institutional SDG Commission
was established by Decree No. 5,887 in Paraguay in September 2016 as a coordination
mechanism. The Directorate for Multilateral Affairs of the Foreign Affairs Ministry (MFA)
chairs the SDG Commission. The United Nations Development Programme (UNDP) has
supported the Commission in drawing up a roadmap for SDG implementation and a new
Decree is currently being discussed to further strengthen implementation and reporting. In
2018 Paraguay presented its first voluntary national reviews (VNR) on the progress in SDG
implementation and this provides a sound framework for relevant cooperation intervention.
3) Coherence with the programming documents

In line with the priorities of the National Development Plan 2014-2030, the Multiannual
Indicative Programme (MIP) for Paraguay 2014-2020 foresees a financial envelope of
EUR 168,000,000 in four priority areas: education, social protection, private sector
development and electoral reform/governance.

Focal sector 1 of the MIP defines the EU’s objective "contribute to guarantee the access, the
improvement of quality, the efficiency and equity of Paraguayan education as a public good
for all children and youth, regardless of individual". Focal sector 4 aims to support democracy
and credible elections in line with the national legislation and international conventions
subscribed by the country, rule of law and the functioning of public institutions. The actions
proposed are also in line with the New European Consensus on Development as well as the
Commission and European External Action Service Joint Communication to the European
Parliament and the Council European Union, Latin America and the Caribbean: joining
forces for a common future of April 2019.

4) Identified actions

The following two actions have been identified for the AAP 2020 in favour of Paraguay:
- Support to the Transformation of the Education System in Paraguay (Sector Reform
Performance Contract). The overall objective of the proposed action is to improve
the skills and knowledge of the Paraguayan population through quality education with
a focus on improvements in literacy, numeracy, and skills for life.

- Agenda 2030 Facility. The overall objective of this action is to contribute to the
sustainable development of Paraguay by promoting and accelerating the
implementation of the 2030 Agenda for Sustainable Development in Paraguay.

3
5) Expected results:

 Support to the Transformation of the Education System in Paraguay:

SO 1: Improved access and quality of education at different levels regardless of
individual circumstances (sex, ethnic origin, etc.)

IO 1.1. Successful implementation of previously-piloted pedagogic innovations in the areas

languages, mathematics, science and soft skills for life. Specifically "Ley, Pienso
Aprendo" for literacy, "MaPara" for mathematics and "Tikichuela Ciencias en mi
Escuela" for early childhood science. These new approaches will improve curricula,
provide up-dated course materials, strengthen teacher delivery and increase student
resources.
IO 1.2. In-service teachers lifelong training programme is introduced (including updating of
skills required for new pedagogic innovations designed and implemented for remote /
rural, minority language / indigenous teachers and teachers with disabilities.
IO 1.3. Teacher trainers, teaching and administrative staff appraised 3, including those in
remote rural areas, from minority language / indigenous groups.
IO 1.4. Departmental education directors, education supervisors, directors of education
institutions appraised4, including those in remote rural areas, from minority language /
indigenous groups.
IO 1.5.The adapted learning materials are developed and used for minority language /
indigenous pupils and those with disabilities.
IO 1.6. The pupils /students from vulnerable groups, including remote rural areas, poor
families are provided with the updated learning materials.

SO 2: Improved governance of the education system in Paraguay:

IO 2.1. Educational institutions reorganized, with an integrated and territorial approach.

IO 2.2. Departmental Education Directorate's mandate is strengthened, promoting territorial
de-concentration of the Ministry of Education and Science’s (MEC).
IO 2.3. System of Education Supervisors reformed with a focus on improving learning
outcomes.
IO 2.4. Re-shaped professional career pathways for MEC teachers and administrators through
entrance exams, merit-based career schemes and continuous professional development
IO 2.5. Results-based budgeting applied for education programmes.
IO 2.6. Improved accountability and institutional communication on education issues.

The direct outputs (DO) are (1) additional fiscal space created by the transfer of funds and
increased predictability of funds, (2) Improved policy performance assessment and
monitoring, (3) Improved policy dialogue and donor coordination, (4) Increased civil society
participation and oversight and (5) Strengthened capacities conducive to the implementation
of the education sector transformation and (6) Strengthened access and equality in the
implementation of the education sector transformation.

3
This should be achieved through the design and implementation, on a gradual basis, of appraisal systems.
4
This should be achieved through the design and implementation, on a gradual basis, of appraisal systems.

4
Agenda 2030 Facility

 SO 1: Paraguay has an efficient governance and information/statistics system for the

implementation of the 2030 Agenda.
R1.1. Strengthened the SDG coordination mechanism, assisting the institutional redesign
of the mechanism (new organigram and legal basis) and building capacities of its staff.

R1.2. Performed gap analysis for reaching SDG, at country level.

R1.3. Supported the elaboration of an inventory of public policy aligned to SDGs

(policies, strategies, programmes, plans and projects), to promote the internalisation of the
SDGs within each government institutions and building capacities of its staff.

R1.4. Designed mechanisms to roll-out SDG implementation and monitoring at local

authority level (localising SDG), including demonstrative/pilot actions in selected local
authorities, to be defined with the SDG coordination mechanism.

R.1.5. Improved SDGs administrative records by supporting the construction of new

indicators and updating of existing indicators to report on SDG implementation and
providing capacity building of officials of the public authority responsible for statistics.

R 1.6. Supported the preparation and implementation of a National Statistics Plan.

SO 2: Improved public policies for implementation of the 2030 Agenda, in particular

SDG 5 (gender equality) and SDG 13 and 15 (environment).

R2.1. Supported the Ministry of Women Affaires (MinMujer) to define/adjust public policies,
strategies and plans to SDG targets and build technical capacities of its staff.

R 2.2. Strengthened data collection and monitoring of SDG 5.

R 2.3. Supported the implementation of priority activities for acceleration SDG 5 as part of
the National Equality Plan IV related to the GAP II, to be defined with the Ministry of
Women Affairs (MinMujer).

R 2.4. Supported the Ministry of Environment (MADES) to define/adjust public policies,

strategies and plans to SDGs targets and build technical capacities of its staff.

R 2.5. Strengthened data collection and monitoring of SDG 13 and 15 indicators and include
them in the the Environment Information System SIAM (Sistema de Información Ambiental)
and build technical capacities or its staff on data interpretation.

R 2.6. Supported the Ministry of Environment (MADES) to facilitate the coordination with
stakeholders, including private sector, civil society organisations (CSO) and local authorities
as a priority action to accelerate of implementation of SDG 13 and 15.

 SO3: Improved participation of Society for SDG implementation

R 3.1. Supported partnerships involving public, private, academia sector and civil society
actors for collaborative action for sustainable development, through the implementation of
"Cities CAN B" Initiative in Asunción, in cooperation with the Municipality of Asunción.

5
R 3.2. Supported youth mobilisation for SDG implementation.
6) Past EU assistance and lessons learnt
The first proposed action builds upon EU’s experience and knowledge gained through the
implementation of ongoing and previous programmes on Education. Substantial progress has
been achieved, in particular ensuring the universality of basic education and expanding access
to secondary education; priority should now be given to the quality of education. The ongoing
programme has also disclosed critical institutional deficiencies and administrative barriers
affecting funds and reforms implementation. In this context, experience has shown the great
importance of high-level technical support, including through peer-to-peer learning and
exchanges with renowned expertise. The proposed action will count on complementary
support in three priority areas with a (TA) package to deepen policy design and capacity
development. Finally, the Action builds upon the “La Educación primero, todos por
Caazapá" (2014-2018) project, implemented by JpE for the implementation of a pilot
innovative teaching programme in Caazapá department. It provided many valuable lessons for
the design of a decentralised and deconcentrated education management model, on the
importance of innovative educational methodologies (including initial literacy in the home
language) and the need for continuous capacity-building and training for all the stakeholders.
In relation to the Agenda 2030, the first Voluntary National Review (VNR) (2018) resumes
the challenges; the weak structure of the Inter-institutional SDG Commission which is not
conducive to moving forward, the lack of alignment of the National Development Plan with
the 2030 Agenda. It also points out the need for a partnership with private sector, civil society,
universities and international cooperation and for communication and awareness-raising for
the 2030 Agenda. The paper National Level Implications of Implementing SDGs in Paraguay5
had identified a similar range of challenges, from institutional weaknesses and poor
coordination capacity to inadequate financing and social accountability mechanisms. It
similarly highlighted the need to promote platforms for civil society participation and to work
closely at the territorial level with local governments.
7) Complementary actions/donor coordination
The EU is recognised as lead donor in development cooperation in Paraguay and is well
positioned to support donor coordination and greater complementarity in both the education
field and in the implementation of the Agenda 2030 and its SDGs.
With regard to education, there are plans to reinstate donor roundtable for education, possibly
also various sub-tables on specific topics in order to allow fine tuning of public and donor
action and promote synergies. Current donors or cooperation partners include EU, German
development agency (GIZ), Spain, Japan International Cooperation Agency (JICA), Korea
International Cooperation Agency (KOICA), Taiwan, Inter-American Development Bank
(IDB) (through loans), World Bank, the UN system and in particular the United Nations
Children’s Fund (UNICEF), Columbia University as well as other universities, local and
international CSO. Support is generally directed at basic and technical and vocational
education (TVET). In the field of TVET, important synergies and complementarities exist and
shall be realized by the National Council for Education and Labour. The Delegation
coordinates with Member states and International Financial Institutions operating in the
education field.

5
Verónica Serafini Geoghegan; June 2017

6
Regarding Agenda 2030, notwithstanding Decree No. 6,159 of 20166 on coordination of
international cooperation there still is no government-led donor coordination mechanism.
Stronger political action is needed to better orient donor interventions. By reinforcing the
national SDG mechanism the proposed action will assist in forming the basis for enhanced
coordination. The action is complementary to all EU bilateral programmes searching to
implement SDG in their respective areas by supporting overall coordination. Important
complementarities exist with regional programmes (in particular EUROsociAL+ and
Euroclima+) and thematic instruments. More particularly, focusing on the institutional side,
this action will be complementary to four grants7 (CSO-LA) recently granted to CSOs for
strengthening civil society participation in SDG implementation in Paraguay.

4. Communication and visibility

Communication and visibility of the EU is an important activity and a legal obligation for all
external actions funded by the EU. This action shall contain communication and visibility
measures which shall be based on a specific Communication and Visibility Plan of the Action,
to be elaborated at the start of implementation. In terms of legal obligations on
communication and visibility, the measures shall be implemented by the Commission, the
partner country, contractors, grant beneficiaries and/or entrusted entities. Appropriate
contractual obligations shall be included in, respectively, the financing agreement,
procurement and grant contracts, and delegation agreements. The Communication and
Visibility Requirements for European Union External Action (or any succeeding document)
shall be used to establish the Communication and Visibility Plan of the Action and the
appropriate contractual obligations. Costs engendered by communication and visibility
activities will be covered by the contract for “Design and implementation of a communication
and visibility strategy and communication plan for EU cooperation in Paraguay”, financed
under Support Measures.

5. Cost and financing

Support to the Transformation of the EUR 38 million

Education System in Paraguay

Agenda 2030 Facility EUR 3.34 million

Total EU contribution to the programme EUR 41.34 million

The committee is invited to give its opinion on the attached annual action programme 2020 in
favour of Paraguay for ‘Support to the Transformation of the Education System in Paraguay’
and ‘Agenda 2030 Facility'.

6
One of the challenges identified at the First VNR (2018) refers to donor coordination.
7
“Implementación de dos experiencias piloto de acciones concertadas y sostenibles entre la sociedad civil,
los gobiernos locales y el sector privado, que impactan positivamente al cumplimiento de los ODS 1, 2, 10 y
13 en Paraguay”, impl. by Decidamos (EUR 450 000); “Juntos por el desarrollo sostenible en el
Paraguay"”, impl. by Red local del pacto global (EUR 478 994); “Plataforma Ciudadana por los ODS”,
impl. by Diakonia (EUR 490 000); “Nuestros derechos en la Agenda 2030: Participación ciudadana
intercultural para la equidad de género en la niñez y adolescencia de Paraguay”, impl. by CDIA
(EUR 486 424).

7
 EN
ANNEX I
of the Commission Implementing Decision on the financing of the annual action programme
in favour of Paraguay to be financed from the general budget of the Union for 2020
Action Document for Support to the Transformation of the Education System in
Paraguay

ANNUAL PROGRAMME

This document constitutes the annual work programme in the sense of Article 110(2) of the
Financial Regulation and action programme/measure in the sense of Articles 2 and 3 of
Regulation N° 236/2014.

1. Title/basic act/ Support to the Transformation of the Education System in Paraguay

CRIS number CRIS number: 2019/40138
financed under the Development Cooperation Instrument
2. Zone benefiting Latin America, Paraguay
from the
action/location The action shall be carried out at the following location: Paraguay, at
the national level
3. Programming Multiannual Indicative Programme (MIP) 2014-2020 Paraguay
document
4. SDGs SDG 4 – Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all
SDG 5 – Achieve gender equality and empower all women and girls
5. Sector of 1. Education DEV. Assistance: YES
intervention/
thematic area
6. Amounts Total estimated cost: EUR 38 166 667
concerned
Total amount of EU budget contribution EUR 38 000 000 of which
EUR 21 000 000 for budget support and
EUR 17 000 000 for complementary support
 EUR 9 600 000 for three thematic components
 EUR 3 600 000 for services
 EUR 1 500 000 for civil society participation and oversight

[1]
  EUR 400 000 for evaluation, audit, expenditure verification
 EUR 1 900 000 for contingencies
The action is co-financed by potential grant beneficiaries for an
indicative amount of EUR 166 667.
7. Aid Budget Support and Project Modality
modality(ies) Direct management through:
and
 Budget Support: Sector Reform Performance Contract
implementation
modality(ies)  Complementary Support : Grants, Procurement
Indirect management with the Organisation of Ibero-American States
for Education, Science and Culture (OEI)
8 a) DAC code(s) 110 – Education
b) Main Delivery 11000 – Donor government,
Channel 11300 – Third country government,
21000 – International NGO,
23000 – Developing country-based NGO,
51000 – University
9. Markers General policy objective Not Significant Principal
(from CRIS DAC targeted objective objective
form) Participation development/good ☐ ☒ ☐
governance
Aid to environment ☒ ☐ ☐
Gender equality and Women’s and ☐ ☒ ☐
Girl’s Empowerment

Trade Development ☒ ☐ ☐
Reproductive, Maternal, New born ☒ ☐ ☐
and child health
Disaster Risk Reduction ☒ ☐ ☐
Inclusion of persons with disabilities ☐ ☒ ☐
Nutrition ☒ ☐ ☐
RIO Convention markers Not Significant Principal
targeted objective objective
Biological diversity ☒ ☐ ☐
Combat desertification ☒ ☐ ☐
Climate change mitigation ☒ ☐ ☐
Climate change adaptation ☒ ☐ ☐
10. Global Public N.A.
Goods and
Challenges (GPGC)
thematic flagships

[2]
SUMMARY
With approximately 60% of the population under the age of 30 years old, the demographic
dividend can only be optimised, if Paraguay urgently improves the quality of education and
the qualifications and skills of its workforce. Education is perceived as a top priority and a
catalyst for sustainable development, greater social inclusion and reduced poverty. Paraguay
must consequently improve learning results and elevate curricula and teaching capacities to a
level thatis adequate to ensure that all students completing mandatory education acquire basic
skills in literacy, mathematics and science together with the soft skills necessary to find
decent employment in the formal sector.

To accelerate reforms, in April 2019, the Ministry of Education adopted the Education Action
Plan 2018-2023 which indicates the main strategic axes and priority actions relating to access,
quality and sector governance. The implementation of this plan which is fully embedded in
the National Education Strategy 2024 and aligned to the Agenda 2030 is crucial to achieving
rapid and lasting improvements in the education system.

In this context, the proposed Sector Reform Performance Contract in the education sector will
contribute to support the transformation of the education system in Paraguay bysupporting the
Education Plan 2018-2023, and will focus on: i) improving access and quality of education at
different levels, and on ii) improving the education system’s governance.
Complementary support is also envisaged under this intervention comprising: i) three sector
components in the areas of Learning Results, Initial Teacher Training and Capacity
Development of Education Professionals, and Technical and Professional Education and
National Qualifications System; ii) technical assistance service contract(s); and iii) civil
society participation and oversight in the education sector.
The beneficiaries of this action are Paraguayan society as a whole and more specifically
future students who will benefit from an improved education system whichwill provide them
with the necessary skills for productive and participative citizenship.

1. CONTEXT ANALYSIS
Context Description
Globally, Paraguay's macroeconomic fundamentals remain strong: inflation is under control,
public debt is low, the fiscal deficit is at a manageable level, and central bank reserves are
high.

Despite the sustained growth of the country, improvements in the human development index
were moderate. Total poverty has declined consistently from 31.37% in 2012 to 24.20% in
2018, although at a slower pace than the constant 4% growth rate. Extreme poverty, which
had remained more or less constant over the previous decade, has also decreased substantially
from 18% in 2011 to 4.8% in 2018. However, its incidence in rural areas is more than double
that of urban areas. Notwithstanding the obvious progress in overall poverty reduction,
Paraguay remains characterised by high levels of inequality, where income and land
distribution inequalities remain among the highest in the continent.

[3]
Sustained efforts to extend the tax base and to increase tax revenues are thwarted by an overly
generous system of exceptions and deductions (including for the wealthiest income earners)
which is neither progressive nor redistributive. With a score of 0.467 Paraguay comes 113 th
on the 2017 Gender Equality Index. Strengthening institutions and closing infrastructure gaps
is essential to overcome challenges to faster income convergence and more inclusive growth.

Low quality education and poor learning results are major obstacles to inclusive, sustainable
development in Paraguay that must be overcome urgently. The last major overhaul of the
Paraguayan education system took place in 1993 as the country undertook ambitious reforms
to modernise its education system and ensure education for all under the transition to
democracy. Two and half decades later, there is growing frustration and a palpable public
discontent with what is often referred to as the “learning crisis”. In 2018, PISA for
Development (PISA-D) results show extremely low levels of students achieving minimum
proficiency in reading, mathematics and science. There is an urgent need to focus on quality
education with the aim of having a dramatic impact on learning outcomes in the coming years
in order to take advantage of Paraguay's democratic dividend and ensure that students obtain
the necessary skills for labour insertion and integration into the formal economy. Women and
young people are more vulnerable as they are more affected by underemployment and
unemployment than other sectors of society. In the past two years, the political context has
impacted negatively on the Ministry of Education and Science’s (MEC) ability to take
strategic decisions with three Ministers in the space of eighteen months. It suffers from deep
institutional and governance weaknesses affecting the decision-making and execution
processes. In this context, Paraguay has now embarked on an “education transformation
process”, which kicked off in January 2019 when President Abdo confirmed his endorsement.

Policy Framework (Global, EU)

Education is focal sector 1 of the Multiannual Indicative Programme (MIP) 2014-2020 for
Paraguay, with the overall objective to contribute to guarantee the access, the improvement of
quality, the efficiency and equity of Paraguayan education as a public good for all children
and youth, regardless of individual circumstances.

The April 2019 Joint Communication to the EP and Council concerning Latin America and
the Caribbean places an unequivocal emphasis on investment in knowledge and human capital
to contribute directly to the accomplishment of the Agenda 2030 and specifically the
Sustainable Development Goal 4: to ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all.

Similarly under the European Consensus on Development, "Our World, our dignity, our
future", the EU and its member states committed themselves to working towards sustainable
development through enhanced education opportunities that empower women and girls and
assist in reducing inequalities between the mainstream and more vulnerable sectors of society
including the rural poor, indigenous peoples, lesbian, gay, bisexual, transgender/transsexual
and intersexed (LGBTI) and persons with disabilities. The earlier 2011 Agenda for Change
promoted a healthy and educated population with the provision of workforce skills that
respond to labour market needs, reducing inequality of opportunity. The use of ‘sector reform
contracts’ is intensified thorough policy dialogue. This action will contribute to the GAP II
(2016 -2020); in particular to the priority C “Economic, Social and Cultural Rights –
Economic and Social Empowerment” and its objective 13 “equal access for girls and women

[4]
to all levels of quality education and vocational education and training (VET) free from
discrimination. Finally, this action will be aligned with the Sendai Framework for Disaster
Risk Reduction 2015-20301.

Public Policy Analysis of the partner country/region

The education system in Paraguay covers the range from initial education to higher education.
Compulsory education includes a one year of initial education ("pre-school") and nine years
of basic (primary) education, structured in three cycles of three years each (grades 1 to 9).
Secondary education (middle school) is also compulsory and lasts three years. Higher
education comprises both university education and other tertiary studies.

National Development Policy2: Paraguay's National Development Plan (NDP) adopted in

2014 sets the goal that by 2030 education in Paraguay will be "universal, of similar quality for
everyone in the country, relevant, and competitive in relation to other countries of the region
and of the world which bear similar development conditions to Paraguay" as well as "a
fundamental tool for equal opportunities and the achievement of a decent life, without
exception". Education is considered a universal right and key element in the strategy for
poverty reduction.

Linked to the NDP, there is an overarching pluri-annual National Education Plan (NEP)
2024 "Towards the centennial of the New School of Ramón Indalecio Cardozo” that was
adopted in 2009 and is in the process of being updated in order to better incorporate the
Agenda 2030 and the need to succeed in delivering on the SDGs with a particular emphasis
on SDG 4: quality education accessible to all. The NEP 2024 focuses on three main strategic
areas: equal opportunities (elimination of barriers to access and improved retention,
strengthened infrastructure, improved technical and vocational education), quality education
(at all levels with a focus of differential learning materials, career development for teachers
and ICT incorporation) and sector governance (more efficiency at central and territorial level
together with greater involvement on civil society).

Education Action Plan 2018-2023 (EAP): At the operational level, on 29 April 2019, the
Ministry of Education adopted its own specific roadmap, the Education Action Plan 2018-
2023 (EAP), which represents a clear intervention framework with credible strategic policy
objectives relating to the priority axes of access, quality and governance, including the
identification of specific actions for implementation. It is accompanied by a comprehensive
set of indicators and targets which will allow for credible performance monitoring. It is
considerably more ambitious than its precursor, the Education Agenda 2013-2018 and aims to
better coordinate educational management processes at the central, departmental, and
institutional level in order to achieve results faster. It is unclear the extent to which current
education policy mainstreams gender equality and climate change however MEC is
determined to undertake a complete overhaul of its curricula at all schooling levels in order to
ensure content and knowledge acquisition which is commensurate with its international
obligations and the need to provide quality education that will respect individual rights and
protect the environment.

1
https://www.unisdr.org/files/43291_sendaiframeworkfordrren.pdf
2
http://www.stp.gov.py/pnd/wp-content/uploads/2014/12/pnd2030.pdf

[5]
Other policy framework documents include the Plan Nacional de Educación Intercultural
Bilingüe (2017) and the Education Sector Law known as the “Carta Orgánica” (Jan 2017).

Monitoring and Evaluation: The EAP will be accompanied by an extensive on-line

monitoring system which aims also to be a managerial tool indicating where progress has
been achieved and will also provide alerts where bottlenecks are detected. MEC already has a
functioning system of indicators and targets linked to the National Education Plan 2024 and
this has been extended to cover the new EAP 2018-2023 and allow for regular performance
monitoring. A comprehensive annual accountability report “Informe de Gestión” is produced
by MEC and presented to Congress. Statistics however need to be more reliable and more
readily available to the public. The Directorate General for Planning has embarked on an
updating of educational data concerning existing schools and intends to consolidate a number
of existing databases and reinforcing the unique student registry (RUE).

Institutional Capacity: MEC governance is typically weak and this has been exacerbated by
an extremely high turnover of Ministers who on average remain in office for no more than 18
months at a time. Institutional weaknesses directly affect MEC’s capacities for planning,
implementing, and monitoring. Trade unions are also highly resistant to change and there is a
need to convert them into allies or at least to reach workable compromises in favour of quality
education through agreed improvements to working conditions with obligatory performance
evaluations and training. There is potential for MEC to deepen strategic alliances with
national universities who have been requesting to become more involved in Education policy.

With the approval of the long-awaited Education Sector Law known as the “Carta Orgánica”
in January 2017, a legal framework for internal structural reform was established. This law
clarifies functions and responsibilities at each level of the education system, thus providing
the basis for streamlining education sector governance. Among the most important
innovations are the establishment of the National Council for Educational Evaluation together
with the National Council of Technical-Professional Education (CNET). The law
deconcentrates many tasks and greatly empowers the 17 departments outside the capital. To
date its implementation has been inadequate and needs to be accelerated particularly at
territorial level.

Policy costing, financing and budget comprehensiveness: Public investment in education

in Paraguay has admittedly increased in the past decade. Yet, it still remains one of the lowest
in the region and hovers around 3.5% of GDP, falling far short of the 7% considered by many
as the necessary national investment required in education. Beyond public revenue, funding is
additionally available through the royalties-fed FONACIDE/FEEI Funds from Paraguay's
binational dams in Itaipú and Yacyretá, where resources are earmarked for education
purposes. The main problem of budget comprehensiveness relates to the lack of efficiency
and transparency in the execution of these royalties and much political pressure is required to
ensure that these much needed finances target the most vulnerable communities where
education needs are highest. The current FONACIDE legislation is under review with the aim
of ensuring a more efficient and effective distribution of funds for education purposes.

[6]
Political buy-in: Under the new government that took up office in August 2018, Paraguay
has now embarked on an “education transformation process” which kicked off in January
2019 when President Abdo confirmed his endorsement. Members of the government together
with the private sector and civil society are steering a nation-wide process, which aims to
raise awareness, gather recommendations and construct a social pact for education which will
result in the re-affirmation of education as a national priority and lead to the adoption of a
National education Plan 2030 by mid-2020.

Still, the urgently required adoption of a professional career for teacher’s and of teacher’s
training is threatened by political factors. The Global Competitiveness Index ranks Paraguay
102nd of 140 for ‘Skills’, and 134th for the sub-heading ‘Ease of finding skilled employees’.
A pre-condition for reducing poverty, moving away from producing mainly commodities and
consolidating Paraguay’s Upper Middle Income Country (UMIC) status, education reform is a
high priority. Paraguay has to tackle it urgently and muster the will to overcome the resistance
of various groups including party politics. The preparation of a social pact for education
transformation shall support this process.

Credible and Relevant Education Sector Policy: Overall, the education sector policy is
considered credible and relevant, and supports the objectives of poverty reduction, sustainable
and inclusive development, and democratic governance. Given the progress made, the
soundness of the policy framework reached with the National Education Plan 2024 and the
Education Action Plan (2018-2023), and the high quality of political dialogue, the EU
considers it important to continue supporting Paraguay over the coming years with the
implementation of its education sector policy with a strong focus on access, quality and sector
governance.

Stakeholder analysis
 Duty bearers (institutional stakeholders)

There are many actors in the education system, with MEC and the Ministry of Finance being
the key counterparts for the implementation of a Sector Support Programme.

 The Ministry of Education and Science (MEC) is responsible for the management of the
sector, including planning, financial and economic management. MEC human resources
are mostly centred in Asuncion, although it counts with de-centralised supervising bodies
in each of the 17 Departments. The capacities of the sector are mostly concentrated at
central level. Decentralisation efforts need to be accelerated. The Organic Law of 2017
sets the basis for a reorganization and restructuring of MEC. Strengthening of MEC
capacities and de-concentration of control at decentralised level will be critical for
education reform. At central level, MEC capacities are constantly weakened due to very
frequent changes in authorities.
 The Ministry of Finance is responsible for the overall public finance management and for
transfers of budget funds from the national budget to the MEC, including the amounts
received as EU budget support. It has the resources, capacity and political will to promote
further Public Finance Management reforms. The Ministry is also responsible for
administering FONACIDE funds.

[7]
 FONACIDE3 is a fund created from royalties from the Itaipú binational hydroelectric dam
established by Law 4758/20124. 30% of FONACIDE funds go by law to the “Fondo para
la Excelencia de la Educación e Investigación” (FEEI) and 25% to Departmental and
Municipal governments, who must use at least 50% of the former for investment in
education infrastructure (construction, maintenance, equipment) and 30% for school
lunches for vulnerable children. These funds are prioritised using Microplanning however,
imbalances exist in terms of needs and territorial distribution of funds.
 The Ministry of Labour, Employment and Social Security (MTESS) is the institutional
reference point for the promotion of employability, self-employment and runs both
National System for Professional Promotion (SNPP)5 and National System of Labour
Training (SINAFOCAL)6. Together with MEC technical and professional schools which
form part of the formal education system and attends to secondary school level, combined
they are the key actors in the National Qualifications System (NQS).
 The National Council for Education and Labour (CNET) was created under the MEC
Organic Law of 24/01/2017. It is the consultative MEC-MTESS bi-ministerial body for
education and labour matters. Its main objective is the consolidation of a National
Education and Labour System. CNET requires strengthening for the establishment of a
NQS.
 Departmental governments and municipalities have no competence in education policy
issues, but have certain responsibilities in the definition of local needs together with the
construction and maintenance of educational infrastructure and the provision of school
meals (partly through the use of FONACIDE). Their lack of human and material resources
and capacity to administer these funds properly is a key weakness. Notwithstanding
improvements in micro-planning, further measures are and will have to be implemented to
strengthen and reinforce controls of these local levels of government. MEC needs to work
in a more joined up manner with the territories and assist them in identifying local needs.
 Schools, 80% belong to the public sector and 20% are private with most private schools
concentrated in Asunción and other urban areas and serving higher income brackets.
Approximately 8650 public schools currently exist, many of them very/too small and very
poorly equipped. MEC intends to update its schools map with a view to rationalising
supply and demand and ensuring greater efficiency through a territorial reorganisation,
which will aim to improve service delivery.
 Teachers, mostly poorly trained and unqualified are a primary factor in inadequate
learning results. Given the complex political economy, it will be important to accompany
them in their role as change agents and ensure social dialogue with their representative
associations and trade unions who are often very resistant to change. School Directors and
Supervisors need to assume a greater leadership and pedagogic role in order to improve
quality at local levels.

3
http://www.hacienda.gov.py/fonacide/
4
http://snip.hacienda.gov.py/normativas/ley_4758.pdf
5
http://www.snpp.edu.py/
6
http://www.sinafocal.gov.py/

[8]
  Rights holders7:

 Parent’s organisations which have specific roles attributed by MEC for the channelling
and managing small budgets for school refurbishment and school lunch projects.
 Students, particularly those at high school level who have been very active lately in
protests seeking improvement in school budget and teaching. The highest demand for
education corresponds to the age group from 3 to 24 years of age, which represents 42.3%
of the population in 2018 (MEC, 2019).
 Academia and tertiary education aren’t the direct target of EU support, but will be pivotal
in ensuring and in delivery improved quality in initial teacher training and MEC is already
discussing with the University Network and Teacher Training Institutes, the proposal to
work together to improve in-service training, to have university accredited courses and to
totally overhaul initial training with the introduction of specialised teacher training in the
main subjects of literacy, science and mathematics.
 Civil society organisations working in the education sector, such as Juntos por la
Educación (JpE), Omapa, ALDA Foundation, Paraguay Enseña, etc. JpE manages the
Citizen’s Education Observatory, in consortium with nine others. Counting with this
influential strategic partner in assisting and accompanying reform is an asset.
 Private sector actors (e.g. cooperatives in Caazapá or industrial federation such as the
Paraguayan Industrial Union) are also involved in the provision of learning services as
well as contributing to the purchase of school materials.

Problem analysis/priority areas for support

Paraguay has made substantial progress in various dimensions of its education system in
recent years but major challenges remain. With approximately 60% of the population under
the age of 30 years, the demographic dividend can only be fully harvested, if Paraguay
urgently improves the quality of education and the qualification and skills of its workforce.
Education is perceived as a top priority and a catalyst for sustainable development, greater
social inclusion and reduced poverty.

Access to the education system has expanded markedly, particularly at the primary level with
almost universal attendance, but is still a challenge in pre-primary and secondary education.
The socioeconomic status and geographical location are still a predictor of progression once
within the education system, strongly determining enrolment and completion rates. Exclusion
from the education system takes a toll particularly in remote areas and among disadvantaged
groups (OECD, 2018).

The extension of education coverage went at the expense of quality and must be accompanied
by better progression within the education system, with higher completion rates across all
levels of education. Attendance does not ensure sound learning results and learning outcomes
have not improved substantially over the past decades. Only 50% of students complete the 9
nine compulsory years of primary education and only 35% complete the full 12-year
curriculum (primary and secondary education). Differences between urban and rural areas

7
If required and following discussions with the implementing partners, it could be foreseen to carry out an in-
depth gender-sensitive rights-based stakeholders analysis.

[9]
persist (8.5 years of average schooling in cities compared with 6.2 in rural areas). Seven out
fo 10 Paraguayan students do not achieve minimum competencies in mathematics at the end
of the first three and six years of schooling. International evaluations confirm that learning in
Paraguay faces significant challenges also when compared with countries of a similar level of
development (PISA D; UNESCO).

In Paraguay, the quality of teaching is probably the single most important factor determining
the quality of learning and drives the poor learning outcomes (OECD, 2018). This programme
will aim to decisively tackle the learning results issue by assisting Paraguay in the preparation
of methodological guides for pre-primary and primary education, including related in-service
training of professionals as a quick fix to ensure better outcomes with existing education staff.
In addition, there is an overwhelming need to professionalise further the teaching profession.
Many recruited teachers still today, do not possess the required thematic and pedagogic
competencies, which has manifests itself in the consistently poor learning results. The
adoption of an assessment methodology with over 2000 teachers having undergone
evaluations in 2017 and many receiving training is genuine progress. Nevertheless, the
teaching profession is still widely perceived as unattractive despite recent salaries increases in
2019 and it is vital to upgrade and re-evaluate the teaching profession by introducing a career
development path, regular performance evaluations, in-service training and decent working
conditions. Initial teacher training is woefully inadequate and requires a thorough redesign.
This action will support the overhaul or redesign of teacher’s initial training in combination
with in-service training so that future teachers have the competencies required to provide
Paraguayan children and youth with the skills needed in the 21st century.

Transition from school to work is problematic, with more than half of students leaving the
education system too early to enter inactivity or informality. Young women and students from
the most disadvantaged socioeconomic groups show significantly worse transition rates. This
is also observed from the demand side, where a large number of firms claim that they struggle
to find workers with the skills they need8. Given the importance of labour insertion into the
formal economy, and taken into account the priorities established in the EAP 2018 – 2023, the
Action will support the development of a national professional qualifications system between
MEC and MTESS to ensure that technical and professional education provides the skills set
required by the labour market.

Education governance needs to improve further, both at central and local level. At central
level technical, the implementing capacity of MEC directorates needs to be strengthened, in
respect to curriculum development, and new areas like teacher’s evaluation, planning of
infrastructure needs, etc. Support will also focus on improving evidence and data collection
on learning outcomes to inform policy making (e.g. Sistema Nacional de Evaluación del
Proceso Educativo – SNEPE). The Organic Law provides a good basis for advancing de-
concentration of MEC functions to the departments, including supervision of schools,
directors and teachers. Coordinated policies and planning between MEC, departmental
governments and municipalities as well as control are needed to ensure the correct and
efficient use of FONACIDE resources for educational infrastructure and school meals and
requires much greater scrutiny and transparency. Expenditure per student is lower than the

8
https://www.oecd.org/development/mdcr/countries/paraguay

[10]
regional average and learning results compared to investment are even poorer, showing both
the need to increase overall education spending and to improve quality outputs. Education
spending is plagued by inefficiency and sub-execution with little investment in quality. Public
schools are significantly less well equipped than the regional average. There is a need to
rationalise the supply and demand of education in order to ensure an efficient and effective
service delivery. This will be crucial for allowing MEC to concentrate on system governance
and the quality of education.

There is a national need to agree upon and support a long-term vision for education that
transcends the various layers of Paraguayan’s society. Consultation, involvement in the
definition of priorities and capacity development of all actors in society (see section 1.4) is
critical. A specific action for civil society participation in Education Policy oversight is
foreseen.

Finally, educational results are still determined, to a large extent, by factors such as
socioeconomic status, health, food, housing, care that children receive in their first years of
life, among others. Women, young people, and people living in vulnerable situations face
greater challenges as they are more affected by underemployment and unemployment than
other sectors of society. It is recognised that substantially improving educational outcomes
will require an holistic approach, involving a coordinated effort among various Ministries.
Particular attention should be paid to families and children in poverty and extreme poverty in
rural areas. Gender does not appear to play a preponderant role in learning results though
there is data that at higher grades, adolescent boys and girls from poorer households and in
rural areas are more likely to drop out of the formal schooling system in search of
employment or to assist at home with household chores and care duties. This is also a result of
the lack of school infrastructure, teaching materials and qualified teachers, especially in rural
areas. There is also a lack of information provided by the State party on measures to
encourage girls to participate in non-traditional fields of study and career paths, such as
mathematics, informatics, technology and science. Thus, the disparities in literacy rates for
women and men and significant level of illiteracy among indigenous women and rural women
need also to be tackled9. Language is also a factor of inequality in learning outcomes. Initial
literacy (i.e. Guarani) in the home language can lead to better learning results. The
development of specific pedagogic material, including digital tools, will be supported through
this Action.

Other areas of assessment

1.6.1 Fundamental values
Paraguay recognises that the protection of human rights, democracy and the rule of law are a
crucial part of sustainable economic development and has ratified the principal international
treaties and conventions for the promotion and protection of human rights including those of
the protection of the rights of women (CEDAW), the covenant on economic social and
cultural rights (ICESCR), the elimination of all forms of racial discrimination (ICERD), the
inclusion of persons with disabilities (CRPD) and the protection of children (UNCRC).
Paraguay aims at the universal application of these legal instruments, cooperating with the
human rights reporting mechanisms of the United Nations.

9
CEDAW Concluding Observations, 2017

[11]
The most recent Universal Periodic Review of the UN (EPU) of 2016 indicates that Paraguay
made considerable progress in addressing the 124 recommendations of the first-ever review in
2011. Linked to EPU recommendations to introduce legislation to prevent and eradicate
violence against women, a new law for the “comprehensive protection for women against all
forms of violence” entered into force in December 2017 and represents a major advance in a
country where femicide occurs on a weekly basis (58 reported cases in 2018). In the area of
education, social and ethnic inequality is evident and Paraguay needs to increase school
retention rates and guarantee access to comprehensive quality education for Guarani speakers,
indigenous communities and persons with disabilities. The UN Special Rapporteur on
contemporary forms of slavery recently expressed concerns over child and forced labour
owing to a lack of access to education or childcare. The establishment and implementation of
a new comprehensive social protection system in Paraguay with the support of the EU under
the MIP 2014-2020 will represent a milestone in Paraguay’s response to the need to reduce
socio-economic inequalities and foresee adequate coverage for all.

The on-going electoral reform process represents an opportunity to reinforce democratic

mechanisms, deepen the stance against corruption and push for judicial reform. Government,
political parties and civil society are advocating for a wide-reaching reform of the electoral
law in Paraguay, as well as potential modifications to the Constitution and the judicial system.

Macroeconomic policy
Macroeconomic stability is an undisputed priority and consecutive national authorities have
uniformly applied prudent policies. Economic growth has been robust, outpacing the region
even in the face of the difficulties of some of its neighbours and major trading partners. Along
with the development of flagship social programmes and major trading partners Brazil and
Argentina, economic growth (average of 4.4% in the period 2009-2018) has contributed to
lifting substantial swathes of Paraguayans out of poverty over the last decade, lowering
considerably the poverty rate from 45% in 2007 to 26.4% in 2017. Cautious macro policies,
with low inflation (4%) and low government deficits (1.5%/GDP) have played an important
role together with sustainable levels of public debt (20.4% of GDP in 2017). With
considerably gloomier outlook foreseen for both regional and national growth in 2019
reported by the Economic Commission for Latin America and the Caribbean (CEPAL),
Paraguay will be required to make adjustments and to take a cautious approach to 2020 in
order to ensure macroeconomic stability in a volatile context.

The Fiscal Responsibility Law (No 5098/13) limiting the state budget deficit ceiling to 1.5% /
GDP, has ensured that Paraguay has one of the lowest fiscal deficits in the region. Authorities
have managed to contain increases in current primary spending (a high share of government
expenditure is attributed to salaries; more than 70%) and remain within the fiscal rule’s
expenditure growth ceiling of 4% which has allowed public spending to focus increasingly on
much needed public investment in critical areas such as infrastructure and education.

Nevertheless, fiscal space remains limited, whereas spending requirements are considerable.
Domestic revenue mobilisation is low by all international standards. Basic taxation rates are
low and effective tax rates are even lower. Reducing exemptions and deductions and

[12]
improving tax compliance should improve effective tax rates. In 2018, the Paraguayan tax
commission has been tasked with modernising and simplifying the tax system in order to
tackle future needs and promote sustainable and inclusive growth and reform proposals are
discussed as from March 2019. Strong resistance is put by private sector and the wealthiest
part of the society to pay more taxes, in the absence of better public spending.

The financial sector is considered sound and the adoption of the New Banking Law in
December 2016 was a positive step for better risk-based supervision. Monetary policy is
accommodative and must be closely monitored in order to strike a balance between
supporting the economy and preventing overheating.

In terms of vulnerability to exogenous shocks, Paraguay stands out as one of the economies
with the highest degree of trade openness in the region. In 2017, the sum of exports and
imports represented around 70% of GDP, a figure that is considerably higher than the Latin
American average. Exports are concentrated on soybeans, bovine beef meat and electricity.
Soybeans and its derivatives alone represented 40% of total exports in 2017 demonstrating
that Paraguay undeniably faces persistent risks related to climate-induced shocks and
fluctuations in global commodity prices. Most demand for Paraguayan products is
concentrated on Brazil and Argentina (45%) yet trade has remained resilient despite the
constant political and economic vicissitudes of its immediate neighbours.

The Government’s strategy to reduce volatility and its effects includes diversification of the
economy, development of industrialisation, diversification of trading partners, and a new
framework introducing risk-based financial supervision by the Central Bank. The
government’s emphasis on infrastructure investment through the new Public Private
Partnership (PPP) framework, its initiatives to promote trade and to stimulate transparency are
also instrumental in improving overall investment climate. Being a land-locked country
heavily dependent on agricultural export commodities the issue of the infrastructure gap needs
to be addressed to ensure sufficient connectivity, adequate roads, ports and harbours, airports
not to mention energy and telephony networks.

Relations with the IMF are sound. IMF 2019 Article IV Consultation report, published in
April 2019, confirms Paraguay’s macroeconomic stability and appropriate policy mix while
stressing the need to “reprioritize expenditure within the existing envelope” and “increase
infrastructure and social spending, including in health and education”. Initial IMF 2019
growth forecasts have been downgraded from 4.2% to 3.5%. In its end July 2019 report, the
Economic Commission for Latin America and the Caribbean (CEPAL) has adopted a
gloomier outlook with projected regional PIB growth down to 1.5% and a revised growth
estimate of 1.6% for Paraguay (fifth highest in the region).

Public Financial Management (PFM)

With the implementation of the National Development Plan 2030 the government of Paraguay
has made considerable efforts to strengthen the link between the state budget and the
Government’s strategic objectives. Since 2014, the Government began progressively
implementing a “results-based budgeting” system where results are placed upfront in the
planning process and are the basis for defining the best combination of inputs, activities and
productive processes that are needed to obtain these results. The government aims to approve

[13]
its first ever results based state budget in 2020 which has required an intensive series of
preparatory measures including training to all public entities.

To guide reforms, the Ministry of Finance (MoF) has developed a specific PFM Action Plan
2017-2021 with EU support. The Plan addresses key weaknesses underlined in the PEFA
repeat assessment of 2016 including:

• Enhance the links between strategic planning, budget-setting and the execution process
within the framework of Results Based Management (RBB).
• Strengthening of the Fiscal Strategy and the instruments required to ensure sustainability
in the medium term (MTEF and RBB) with realistic forecasts for baseline expenditure
and deliverables related to strategic priorities.
• Strengthening Public accounting and support to the reengineering of a real-time
management and information system (SIARE) that operates and integrates all the
financial subsystems relating to budget, treasury, accounting, credit and debit operations.

At the request of the MoF, the EU has provided targeted technical assistance to support the
plan’s implementation. Indeed, the EU is as of March 2019 providing technical expertise for
the updating of the Action Plan and a potential increase in the scope of reform efforts.

Notwithstanding the above, the credibility and reliability of the budget has repeatedly been
flagged up due to the role of Congress in the budgetary process, in particular the lack of tools
and safeguards to ensure its adherence to fiscal objectives, impairs the soundness of the
budget preparation process, compromises fiscal sustainability, and reduces the credibility of
the budget document. The MoF has countered this risk by exercising a strong monitoring role
and ensuring that during the budget execution phase actual expenditures are kept in line.

Regarding public debt management, the strategy for the public debt sustainability in the
medium-term has been prepared and published. Albeit on the rise due to increased spending
on infrastructure investment, Paraguay continues to have low public debt (20.4% of GDP in
2017) compared with other countries in the region. It has managed to regularly place bonds
successfully on the international market suggesting that Paraguay can continue to borrow
safely and remains attractive to investors. Macroeconomic stability supported by sound fiscal
discipline is promoted to increase confidence and attract greater foreign direct investment.

With regard to domestic revenue mobilisation, important structural restrictions persist in

Paraguay, such as low tax rates, low tax burden, predominance of indirect taxes, asymmetry
between tax contributions and taxation capacity of various economic sectors. The tax
administration has made efforts to confront evasion and reduce informality but tax reform is
still required.

Transparency and oversight of the budget

Paraguay has a budget calendar that is well specified and understood by the different
stakeholders involved. Budget formulation starts at the end of April of a given year when the
budget guidelines are communicated to all agencies and entities of the State and finalised by
the end of August, when the budget is submitted for discussion and approval. The Budget
Law is discussed for almost four months in the Congress and must be approved by 20
December of a given year. The final version of the Law is then adapted by the MoF in the

[14]
Annual Financial Plan, where line ministers have the final budget allocations for the budget
year. A Fiscal Advisory Council was created by the Decree 6498 in 2016 as an independent
body that will contribute to the discussion, analysis and issuance of opinions regarding fiscal
policy and will help disseminate information about the status of public finances.

In 2017 Paraguay was evaluated for the first time by the Open Budget Survey, the only
global, comparative and independent evaluation of the three pillars of accountability of the
public budget: transparency, public participation and budget oversight. It obtained a resulting
index score of 43/100, which indicates that considerable challenges remain as overall budget
information is assessed as insufficient and limited.

With regard to transparency, Paraguay scored 43/100, which is close to the overall average
score of 42. Paraguay currently provides the public with limited budget information given that
currently 5 out of 8 essential budget documents made available. Paraguay needs to produce
and publish a Pre-Budget Statement, Mid-Year Review, and Citizens Budget. It must also
provide more detail on budget performance measures, linking the budget more closely to
policy, and providing details on quasi-fiscal activities. More information must be made
available via the Year-End Report with comparisons between planned outcomes and actual
outcomes for all indicators. As for Budget Oversight, the score of 48 out of 100 reflects
inadequate oversight afforded to the legislature, which is limited to the planning and approval
stage of the budget cycle and weak during the implementation and audit stages.

Regarding access to information, the number of publications available to the public has
improved. There is, however, an overriding need for better quality materials that are
accessible, easily understood and useful for monitoring fiscal policy. Additionally, there is a
need for more and stronger communication with civil society, so that it is fully empowered by
the available budget information and other instruments such as open data.

Paraguay joined the “Open Government” initiative involving 79 countries in 2011 and has
elaborated its fourth biannual plan 2018-2020 which awaits approval. This global initiative
aims to respond better to citizens’ requests concerning the accountability of public
administration.

2. RISKS AND ASSUMPTIONS

Risks
Institutional instability as
evidenced in recent years with
high turnover of ministers and
respective teams
Lack of sustained political
support and momentum to
advance with much needed
reforms, particularly in the face
Risk level Mitigating measures
(H/M/L)
H The hybrid design of this action with budget
support and complementary focusing on
three sector components, aims to ensure the
implementation of education reform
priorities. The BS component will offer a
strong platform to engage in policy dialogue
with the key institutions.
M Support to the on-going education
transformation process, which aims to build
a social pact for education. Regular
Involvement of civil society. Inclusion of

[15]
of resistance from teachers
unions
Insufficient institutional
capacities to drive and maintain
sustainable reforms.
Inadequate administrative
capacities for full budget
execution of priority actions
Availability/reliability of
education data
Reduction of education-related
funding available from royalty-
fed FONACIDE and FEEI
Anti-gender movement seeking
to exclude reference to gender
from the political, education
and social discourse in the State
party
Education policies and reforms
do not show the necessary
impact on persons living in
vulnerable and marginalised
situations (persons with
disabilities, indigenous
communities, etc.)
Assumptions
teachers and teachers’ unions in reform
debates where emphasis is placed on
improved initial teacher training and
evaluation.
Targeted capacity development strategies
through TA and training to strengthen
existing institutional capacities. High level
M expertise will support key priorities and
limit risks. Improving the attractiveness and
prestige of an education career will be
fundamental.
TA will provide capacity development at
the administrative level and ensure that the
H Ministries develops the skills and tools
required to execute its budget efficiently
and effectively.
Reinforcement of statistical data related to
education together with the development of
M a robust monitoring and accountability
system linked to national statistics services
and RUE (unique student register).
Paraguay and Brazil are due to renegotiate
tariffs for Paraguayan electricity sold to
Brazil from the binational Itaipu
hydropower dam by 2023 which could have
an impact on future funding for education.
In the framework of results-based
M budgeting, efforts will be undertaken to
ensure adequate funding for education in
line with the National Education Plan 2024
and the Education Action Plan 2018-2023.
Policy dialogue with the MEC and the
Ministry of Finance will also focus on
policy costing and financing.
Capacity building on gender equality for
government officials, public and private
H media actors, etc. Ensuring consultation and
collaboration with a broad base of CSO
during all the phases of the action.
A participatory and inclusive approach will
be adopted during implementation of the
Action. Particular attention will be given to
H
pupils and students from indigenous
communities when supporting the
development of learning methodologies.
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 The main underlying assumption is that in the current climate, a strong consensus and
social pact can be consolidated in order to underpin essential education reform together
with adequate financing under FONACIDE / FEEI.
The assumption is that the eligibility conditions regarding progress in education policy
implementation, macroeconomic stability, public finance management reform and
transparency in the management of public funds will continue to be fulfilled.

3. LESSONS LEARNT AND COMPLEMENTARITY

3.1 LESSONS LEARNT

An evaluation of EU budget support in Paraguay covering the period 2006–2014 period was
completed in early 2017 and confirmed the pertinence, quality and impact of the modality in
the priority sectors. Findings were positive regarding the influence of policy dialogues and the
evaluation concluded that “…regarding the effectiveness of the EU budget support
operations, there is no doubt that in the education and social protection sectors, EU
operations achieved a higher-than-expected impact in relation to their financial weight”. The
evaluation highlighted the alignment with national policies and the fact that the mobilised
funds directly strengthened the targeted sectors increasing capital expenditure. Policy
dialogue contributed to a change in working methods and greater results orientation. The
recommendation to further extend the scope of dialogue has been fully endorsed and
integrated in programme management and preparation. The design of this programme
systematically includes dialogue and capacity development. Budget support is perceived as a
strong sign of EU commitment by authorities and will maximise EU’s leverage on reform
performance.

The Action builds upon EU’s experience and knowledge gained through the implementation
of ongoing and previous programmes on Education. The EU has been supporting the sector
since 2009 through successive Budget Support Programmes. Substantial progress has been
achieved, in particular ensuring the universality of basic education and expanding access to
secondary education; priority should now be given to the quality of education. The ongoing
programme has also disclosed critical institutional deficiencies and administrative barriers
affecting funds and reforms implementation. In this context, experience has shown the great
importance of high-level technical support, including through peer-to-peer learning and
exchanges with renowned expertise. The proposed action will count on complementary
support in three priority areas with a substantial technical assistance (TA) package to deepen
policy design and capacity development. Finally, the Action builds upon the “La Educación
primero, todos por Caazapá" (€ 550.000 – 2014-2018) project, implemented by JpE for the
implementation of a pilot innovative teaching programme in Caazapá department. It provided
many valuable lessons for the design of a decentralised and deconcentrated education
management model, on the importance of innovative educational methodologies (including
initial literacy in the home language) and the need for continuous capacity-building and
training for all the stakeholders.

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3.2 Complementarity, synergy and donor coordination
Complementarity will be ensured with the ongoing components of the budget support
programme; and particularly with the technical assistance implemented by the Organisation of
Ibero-American States10 and the grant implemented by JpE11. A second complementary TA
was approved in March 2019 with the aim to (1) supporting the education transformation
process, with a particular focus on the improvement of learning outcomes; and (2) reinforcing
the technical capacities of the MEC. The EU is also supporting the education sector through
thematic budget lines. Complementarity will be ensured with the project, “Mi escuela, mi
comunidad mi vida: protegidas y libres de violencia” (EUR 475,000 – 2017-2020),
implemented by ALDA12. Finally, the proposed Action will be complementary to the future
EU-funded Social Protection Policy Support Programme.

The launch of a new programme offers a window of opportunity for the EU to reinforce its
action in the PFM / DRM areas. With EU support, the Ministry of Finance is in the process of
updating its PFM Action Plan (2017 – 2021). It will form the basis for the reform programme
and for EU policy dialogue. EU-supported results based budgeting will be the norm
applicable for the 2020 budget. In the coming months, a new TA will strengthen the reform
unit of the Ministry of Finance. The EU has been very active in the field of DRM and
reinforced its policy dialogue on the need to increase the tax/GDP ratio and further develop
revenue mobilisation. Several TA missions to the Ministry of Finance took place in the past
years (on tax collection, tax registers). Through Eurosocial+, the EU will support the Ministry
for a fiscal gaps review. Complementarity will be ensured with new EU global action on
Social Protection and PFM; implemented by the International Labour Organisation (ILO) / the
United Nations Children’s Fund (UNICEF).

A number of donors intervene in the education sector, however the EU is by far the largest. It
is also the only donor currently supporting sector-wide reform. In this role, it is well
positioned to support MEC in strengthening donor coordination. There are plans to reinstate
donor roundtable for education, possibly also various sub-tables on specific topics in order to
allow finetuning of public and donor action and promote synergies. Current donors or
cooperation partners include EU, German Agency for International Cooperation (GIZ), Spain,
Japan International Cooperation Agency (JICA), Korea International Cooperation Agency
(KOICA), Taiwan, Inter-American Development Bank (IDB) (through loans), World Bank,
the UN system and in particular UNICEF, Columbia University as well as other universities,
local and international CSO. Support is generally directed at basic and technical and

10
The objective of the project is to support the Ministry of Education and Science in the design and
implementation of policies and organizational or administrative measures to improve the efficiency and
effectiveness of the education system, in order to improve the provision of public education services and
educational quality in the country. It is divided into 7 components: Component 1: Participative education
sector policy; Component 2: National System of Professional Qualifications; Component 3: Teachers
evaluation; Component 4: Evaluation of MEC administrative staff; Component 5: Education infrastructure
(needs-based planning and design); Component 6: MEC information systems; Component 7:
Communication.
11
Grant for a civil society participation platform which led to the establishment, in November 2017, of the first
Citizen Educational Observatory (Observatorio Educativo Ciudadano).
12
The aim of the project is to prevent violence against school girls and women of the community, promote their
rights and social protection through strengthening of public schools and educational communities of 5 zones
vulnerable groups of the Central Dept. in their role as guarantors and promoters of rights.

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vocational education (TVET). In the field of TVET, important synergies and
complementarities exist and shall be realised by the National Council for Education and
Labour. Since the expiry of the Joint EU Strategy and Response in 2018 no EU joint
programming document currently exists. The Delegation coordinates respective support to
TVET with Germany supporting a dual system and general reform issues with Spain, who in
line with the principle of division of labour largely withdrew from the sector.

4. DESCRIPTION OF THE ACTION

4.1 Overall objective, specific objective(s), expected outputs and indicative activities

 Overall objective:
The overall objective of the proposed action is to improve the skills and knowledge of the
Paraguayan population through quality education with a focus on improvements in literacy,
numeracy, and skills for life.

 Specific objectives:

Specifically, the programme aims at supporting the implementation of the Education Action
Plan 2018-2023. The expected outcomes are the following:

SO 1: Improved access and quality of education at different levels regardless of

individual circumstances (sex, ethnic origin, etc.)

SO 2: Improved governance of education sector in Paraguay

 Induced outputs (IO) :

SO 1: Improved access and quality of education at different levels regardless of

individual circumstances (sex, ethnic origin, etc.)

IO 1.1. Successful implementation of previously piloted pedagogic innovations in the areas

languages, mathematics, science and soft skills for life. 13 These new approaches will
improve curricula, provide up-dated course materials, strengthen teacher delivery and
increase student resources.
IO 1.2. In-service teacher’s lifelong training programme is introduced (including updating of
skills required for new pedagogic innovations for remote / rural, minority language /
indigenous teachers and teachers with disabilities).
IO 1.3. Teacher trainers, teaching and administrative staff appraised14, including those in
remote rural areas, from minority language / indigenous groups.

13
Specifically "Ley, Pienso Aprendo" for literacy, "MaPara" for mathematics and "Tikichuela Ciencias en mi
Escuela" for early childhood science.
14
This should be achieved through the design and implementation, on a gradual basis, of appraisal systems.

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IO 1.4. Departmental education directors, education supervisors, directors of education
institutions appraised15, including those in remote rural areas, from minority language
/ indigenous groups.
IO 1.5.The adapted learning materials are developed and used for minority language /
indigenous pupils and those with disabilities.
IO 1.6.The pupils /students from vulnerable groups, including remote rural areas, poor
families are provided with the updated learning materials.

SO 2: Improved governance of the education system in Paraguay

IO 2.1. Educational institutions reorganised, with an integrated and territorial approach.

IO 2.2. Departmental Education Directorate's mandate is strengthened, promoting territorial
de-concentration of MEC.
IO 2.3. System of Education Supervisors reformed with a focus on improving learning
outcomes.
IO 2.4. Re-shaped professional career pathways for MEC teachers and administrators through
entrance exams, merit-based career schemes and continuous professional development
IO 2.5. Results-based budgeting applied for education programmes.
IO 2.6. Improved accountability and institutional communication on education issues.

 Direct Outputs (DO):

DO1. Additional fiscal space created by the transfer of funds and increased
predictability of funds. Financial transfers received from the EU under this sector reform
contract will directly benefit Paraguay’s general budget. Due to the specificities of the
Paraguayan national budget procedures, the destination of budget support funds is known and
allows for both dialogue and visibility.

DO2. Improved policy performance assessment and monitoring. Performance and

progress of education reform in line with the Education Action Plan 2018-2023 will be
decisive for triggering variable tranche payments. Performance assessment is part of the
political dialogue and covers both assessment of general progress in the implementation of the
sector strategy and its roadmap, the Education Action Plan 2018-2023, and the specific
indicators defined jointly in the Agreement. This should result in strengthened knowledge and
technical capacities of Paraguay to plan, deliver, monitor and report on education reform
implementation.

DO3. Improved policy dialogue and donor coordination. Sustained and strategic policy
dialogue with authorities with responsibilities in the education system and accompanies all
stages of programme preparation and implementation. Taking place with MEC and MoF it
has been crucial in assisting authorities in defining their strategies for education and public
finance management reform. During the preparation of this third stage of support it was
extended to include the MTESS and the inter-ministerial CNET. Dialogue will include a

15
This should be achieved through the design and implementation, on a gradual basis, of appraisal systems.

[20]
monitoring of progress of implementation of the Education Action Plan 2018-2023. In the
preparatory stage dialogue included definition of performance indicators for the variable
tranches and its targets which will be monitored closely during implementation. A policy
dialogue matrix will be prepared to accompany implementation of the sector reform contract
and including all relevant actors at various levels. Minutes of these dialogues will be prepared
systematically.

DO4. Increased civil society participation and oversight. The purposes of this civil society
oversight component are to enhance dialogue and awareness of education policies among
citizens, support multi-stakeholder dialogues and the inclusion of CSOs in improving delivery
and monitoring processes in the education sector, as well as to support ministries for the
undertaking of social audits in selected territories.

DO5. Strengthened capacities conducive to the implementation of the education sector

transformation. Substantial funding is set aside under specific complementary measures to
further capacity development in involved institutions and at different institutional levels.
Capacities need to be strengthened at central and the various decentralised levels, both for
improving sector governance and educational quality. Three sector components and a TA
will accompany Budget Support and will cover the pivotal sectors of education reform
indicated here below (“components”).

DO6. Strengthened access and equality in the implementation of the education sector
transformation. Through a deliberate focus on minority languages, indigenous pupils and
those with disabilities, greater equity and equality will be achieved in the education system
promoting inclusion and opportunities for all.

 Component 1: Learning Results

 Revised curricula at all levels and specialisations with gradual adjustments incorporated
with bilingualism (Castellano and Guarani) mainstreamed into education to address
minority languages and indigenous groups.
 Standardised and detailed teaching guides for languages, mathematics, science and soft
skills for life prepared in both Castellano and Guarani.
 Training needs of teachers, supervisors, pedagogical coordinators, school directors,
including those in remote areas and for minority/indigenous groups evaluated.
 Training plan and methodology, including both presence and distance training designed
for all levels, taking into account the specifics for remote and minority/indigenous groups.
 Training plan for trainers, supervisors, pedagogical coordinators, school directors at all
levels, taking into account the specifics for remote and minority/indigenous groups
implemented.
 Teacher mentoring system with targeted, guided accompaniment in the initial years of a
teaching career developed and implemented.
 E-learning platform designed and implemented, taking into account the access issues for
remote users.

 Component 2: Initial Teacher Training and Capacity Development of Education

Professionals

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 Initial teacher training thoroughly reviewed, upgraded and redesigned in alliance with
universities and higher education institutions in order to better prepare future teachers and
promote specialisations in crucial subjects including literacy, mathematics and science.
 Teacher’s training institutions (Institutos de Formación Docente) upgraded through a
licensing procedure to ensure the teacher training skills, resources and infrastructure
required to train current and future education professionals.
 Personnel selection and management processes improved, including updating of job
descriptions and profiles, in accordance with the Organic Law.
 Curricula for teacher training revised, approved and implemented, including for the rural,
remote and indigenous teachers.
 Baseline of all pre-graduate, graduate and post-graduate university-level offer established,
categorised according to the international criteria of focus on competences, student focus,
quality of training and quality of academic titles, including for rural, remote and
indigenous specialists.
 Pre-graduate, graduate and post-graduate university-level offer and course programmes
for initial teacher and education professionals’ training designed and implemented,
including for rural, remote and indigenous specialists.
 Pre-graduate, graduate and post-graduate university-level offer and course programmes
evaluated.
 Education profession enhanced through the introduction of entrance examinations and
teacher certification following completion of teacher training studies.
 Model of governance for new training offer for education professionals responding to
international criteria designed.

 Component 3: Technical and Professional Education and National Qualifications

System

 Teacher’s vocational training strategy and curricula designed and implemented, including
control of qualification and aptitude at admission.
 National Qualifications System designed and implemented, integrating all education sub-
systems, and linked to labour market demands.
 New catalogue of professional profiles and respective qualifications concluded.
 Pertinent skills and knowledge acquired by students who complete technical upper
secondary education for insertion into the labour market.

 Technical Assistance: in addition to the above sector components, a technical

assistance facility will be provided in order to support MEC in the definition and
design of education reforms indicatively in the following areas:

 Institutional capacity development at the central and decentralised levels; both for
improving technical capacities and quality of service delivery.
 Simplification of Procedures and updating of regulations for teaching and administrative
staff.
 Strengthening of capacities for results based budgeting, monitoring and evaluation of
Education Action Plan 2018-2023.
 Extending the data capture capacities of MEC with the integration of existing databases
into a unified information system.

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 Optimum use of integrated information systems for decision-making, monitoring and
evaluation, micro-planning, National Education Map and others.
 Strategic communication to raise awareness on importance of education among population
and report on advances.

4.2 Intervention Logic

The combination of the new government’s political ambition combined with heightened
public pressure for higher quality education is considered ideal to achieve important advances
in coming years with this intervention. This action aims at improving the skills and
knowledge of the Paraguayan population through quality education with a focus on
improvements in literacy, numeracy, and skills for life (OO) through improved access and
quality of education at different levels regardless of individual circumstances (SO1) as well as
improved governance of education sector in Paraguay (SO2). Better education access and
quality (SO1) will be achieved through pedagogic and curriculum innovation (IO1.1), staff
appraisal (IO1.3, IO1.4) as well as targeted teacher training (IO 1.2). Strengthened articulation
between national, departmental and local levels (IO2.1 – IO2.3), an improvement of teachers’
and administrators’ careers and pathways (IO2.4, IO2.5), as well as improved budget planning
(IO2.6) and accountability (IO2.7) systems will contribute to tackle governance deficiencies.
Education is vital to reduce poverty and persistent inequalities, which characterise Paraguay.

This third stage programme will ensure continuity of EU support at this critical stage in the
education transformation process and at a pivotal moment in the new government's mandate.
The budget support modality guarantees access and leverage through dialogue on policy
priorities (DO3) and thus helps accelerate the pace of reform (SO1 and SO2). Institutional
weaknesses and governance deficiencies are known and will be addressed (SO2) both through
budget support and extensive TA. By supporting policy design and capacity-development
(DO5) at all levels, the TA will ensure institutional strengthening and ownership of the
reforms (SO2). Complementary components (DO5) will focus on three key areas identified in
the Action Plan 2018-2023 to incentivise accelerated progress (SO1); i.e. learning results,
initial teacher training and capacity development of education professionals as well as
technical and professional education and national qualifications system. These areas require
specific support to ensure inter-institutional coordination (e.g. with the Ministry of Labour)
and mobilisation of external high-level expertise to provide the technical expertise required
for wide-reaching reforms. This approach allows for the tackling of critical challenges whilst
simultaneously overcoming institutional deficiencies and administrative barriers. Civil society
involvement throughout this intervention (DO4) will be instrumental in making education
policy more participative and in reaching a social pact for education including local
communities, parents, students in its definition and implementation (SO1).

4.3 Mainstreaming
Education is decisive in forming children’s positions on gender, human rights and
environmental issues, such as protecting biodiversity, fighting climate change, deforestation
and environmental degradation. During early childhood and basic education, teachers and
schools have great influence over the values and norms of students. Complementary support
components will mainstream equality between men and women, boys and girls, taking into
account the findings of the gender analysis foreseen during the inception phase. The provision
of free access to quality basic and technical and professional education will contribute

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towards reducing barriers to education. Increasing the differentiated offer of education to
disadvantaged groups will allow for more inclusion and integration into society. This action
will provide for environmental sustainability and climate change mainstreaming through a
thorough overhaul of curricula at all educational levels to promote environmental protection
and climate change adaptation and mitigation.

Rights-based approach: The right to education is enshrined in both the Paraguayan

constitution together and the National Development Plan 2024. This action will incorporate
disaggregated data based on gender, ethnicity and location with an aim to promote
inclusiveness and compliance with the basic right of free education for all.

Gender equality: The programme addresses systematically and mainstreams gender equality
for its whole duration. The action will adopt a multi-dimensional contextual analysis as
regards to gender and will support the gender-disaggregated data and a qualitative monitoring
and evaluation. In addition, the action will encourage the participation of women in all the
actions. The Ministry of Education will commission a study based on exclusion and gender
particularly in adolescents and youth with the aim of adapting the education offer to reduce
barriers and maintain gender parity particularly in upper secondary where desertion is highest.

Inclusion of persons with disabilities: Exclusion of persons with disabilities from education
has a significant cost for individuals and households as well as for societies. The actions
included in this programme will promote the inclusion of persons with disabilities. This is
quite a challenge in Paraguay as statistics needed to be strengthened and often parents
themselves are reluctant to evidence disabilities (both physical and mental health conditions).

Environmental protection and climate change mitigation: environmental education will be

mainstreamed into new teaching curricula at all levels (early childhood, primary and
secondary). Climate change is an issue that strongly affects Paraguay and education will
focus on raising awareness, deepening knowledge on the problems relating to climate change,
promoting values and ethics in order to build personal and societal commitment to
conservation and actions at the individual and collective level to promote sustainable
development as a new mode of living.

Good governance, participation, non-discrimination, transparency and accountability

will be addressed through support to the Ministry of Education and other major stakeholders.
The Action proposes to improve sector governance and to support measures to introduce
greater quality into the education system to ensure better learning results. The aim is to
support MEC in becoming more effective and efficient in its service delivery. An
oversight role for civil society is foreseen which will play a pivotal role in ensuring
democratic participation, transparency, accountability and advocacy for improvements to the
education system.

4.4 Contribution to SDGs

This intervention is relevant for the 2030 Agenda. It contributes primarily to the progressive
achievement of SDG 4: Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all and SDG 5: Achieve gender balance and empower all women

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and girls. While this is not its primary objective, this programme will contribute towards the
achievement of SDG 10.

5. IMPLEMENTATION
Financing agreement
In order to implement this action, it is foreseen to conclude a financing agreement with the
partner country.
5.2 Indicative implementation period
The indicative operational implementation period of this action, during which the activities
described in section 4 will be carried out and the corresponding contracts and agreements
implemented, is 48 months from the date of entry into force of the financing agreement.

The xtensions of the implementation period may be agreed by the Commission’s responsible
authorising officer by amending this Decision and the relevant contracts and agreements.

Implementation of the budget support component

Rationale for the amounts allocated to budget support
Given the government’s commitment to the improving the education system with a focus on
access, quality and governance, a sector reform performance contract through budget support
is the preferred implementation method. The amount allocated for the budget support
component is EUR 21 000 000, and for complementary support is EUR 17 000 000. This total
amount is considered necessary in order to achieve a positive and lasting impact on education
reform. It is based on the strong need for an overarching reform that includes participation at
all levels and a social pact to achieve the much desired transformation of the Education
System in Paraguay.

Criteria for disbursement of budget support

a) The general conditions for disbursement of all tranches are as follows:

- Satisfactory progress in the implementation of the education policy, as outlined in the

Education Action Plan 2018-2023, the Education Plan 2024 and the Organic Law of
the Ministry of Education and Science and continued credibility and relevance thereof.
- Maintenance of a credible and relevant stability-oriented macroeconomic policy or
progress made towards restoring key balances.
- Satisfactory progress in the implementation of reforms to improve public financial
management, including domestic revenue mobilisation, and continued relevance and
credibility of the reform programme.
- Satisfactory progress with regard to the public availability of accessible, timely,
comprehensive and sound budgetary information.

b) The performance indicators for disbursement that may be used for variable tranches are the
following:

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 1 Gross enrolment rate at level of “Jardin de Infantes” (4 years of age) disaggregated
by sex and urban/rural location

2 Graduation rate on completion of twelve years of schooling disaggregated by sex,

urban /rural location, socio-economic quintile and minority/indigenous groups of
population

3 Percentage of official teachers from General Basic Education and Secondary

Education trained on the implementation of pedagogical innovations disaggregated
by sex, urban /rural location, socio-economic quintile and minority/indigenous
groups of population

4 Percentage of teacher training graduates who pass the national examination of

teaching competences disaggregated by sex, urban /rural location, socio-economic
quintile and minority/indigenous groups of population

5 Percentage of Teacher Training Institutes (IFD) licenced to deliver training

6 PFM/Percentage Execution rate of Education Investment programmes linked to

Results based Budgeting

The chosen performance indicators and targets to be used for disbursements will apply for the
duration of the action. However, in duly justified circumstances, the Ministry of Education
(MEC) may submit a request to the Commission for the targets and indicators to be changed.

Note that any change to the targets should be agreed ex-ante at the latest by the end of the first
quarter of the assessed year. The agreed changes to the targets and indicators shall be agreed
in advance and may be authorised in writing (either through a formal amendment to the
financing agreement or an exchange of letters).

In case of a significant deterioration of fundamental values, budget support disbursements

may be suspended, reduced or cancelled, in accordance with the relevant provisions of the
financing agreement.

These sector budget support related performance indicators will be complemented by

accompanied by specific complementary measures in the areas of Learning results, Capacity
development of education professionals, Technical and Professional Education Support and
civil society participation and oversight.

Budget support details

Budget support is provided as direct untargeted budget support to the national treasury. The
crediting of the euro transfers disbursed into Guaranies will be undertaken at the appropriate
exchange rates in line with the relevant provisions of the financing agreement.

Considering the previous Budget Support programmes and the nature of this action, which
focuses primarily on quality and governance, the first fixed tranche is proposed in Year 2 with

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complementary activities to be activated as a priority in Year 1. The distribution of budget
support disbursements and the proportion between variable (76%) and fixed tranches (24%)
emphasises the need to maximise leverage on sector reform performance.

Indicative Year 1 Year 2 Year 3 Year 4 Total %

breakdowns (M€) (M€) (M€) (M€) (M€)
Fixed tranche - 5 5 24%
Variable tranches - 8 8 16 76%
Total - 5 8 8 21 100%

Implementation modalities for complementary support to budget support

The Commission will ensure that the EU appropriate rules and procedures for providing
financing to third parties are respected, including review procedures, where appropriate, and
compliance of the action with EU restrictive measures16.
Grants: (direct management)
Grants will contribute to achieving the objectives of:
 Component 2: Initial Teacher Training and Capacity Development of Education
Professionals
 Civil society Participation and Oversight

Component 2: Initial Teacher Training and Capacity Development of Education

Professionals:
(a) Purpose of the grant(s)
Higher education institutions (HEI) are essential players within the national education system.
Nevertheless, their role in basic education and in overall education reform has thus far been
very limited. Today’s teachers are trained in mostly deficient and resource-poor Teacher
Training Institutes (Institutos de Formación Docente - IFD) which are dotted all over the
country and fail to provide adequate training for future teaching staff. Teaching training is
considered academically inferior and currently leads to a tertiary level certificate which does
not guarantee the knowledge and skills necessary for high performing teachers who will be
expected to achieve far better learning results in the future.
The need for reform is manifest and fully recognised by MEC which has been in contact with
the entire network of IFDs together with several universities, particularly the National
University of Asuncion, in order to gradually include teacher’s training in the academic offer
at university level.

The Capacity Development of Education Professionals component allocates funding for

improvement in the training of education professionals, to be implemented in close
collaboration with higher education institutions in the country. The content of initial teacher

16
www.sanctionsmap.eu Please note that the sanctions map is an IT tool for identifying the sanctions regimes.
The source of the sanctions stems from legal acts published in the Official Journal (OJ). In case of
discrepancy between the published legal acts and the updates on the website, it is the OJ version that prevails.

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training will be fully overhauled to provide future generations with high-quality teaching
oriented towards 21st century requirements.
(A) grant(s) for selected public higher education institutions is required to enable the former
to become the pillar of this new system of formation of education professionals, allowing
them to create the capacities needed. Only grants allow covering the many different kinds of
expected activities.
(b) Type of applicants targeted
Higher education institutions willing to design, implement, include teacher training in their
academic offer and ensure quality training of education professionals in collaboration with the
MEC. For the implementation of the new academic careers higher education institutions with
an established presence in Paraguay will be required. They can ally with partner institutions
from other eligible countries to assist in the process.
(c) Justification of a direct grant
Under the responsibility of the Commission’s authorising officer responsible, the grant may
be awarded without a call for proposals to a single higher education institution or a group of
higher education institutions, selected using the following criteria: technical competences,
operational and financial capacities of the applicants, established presence in and experience
with Paraguay. Alternatively, if for reasons related to budgetary procedures applicable to
Paraguayan HEI it is not possible for Paraguayan HEI to receive and implement a grant
contract, an award may be envisaged to a European or third country partner HEI with an
established link to one or several of the Paraguayan HEI in agreement with MEC.

Under the responsibility of the Commission’s responsible authorizing officer, the recourse to
an award of a grant without a call for proposals is justified on the bases of activities with
specific characteristics that require a particular type of body on account of its technical
competence and its high degree of specialisation. The grant shall be implemented on the basis
of an agreement between MEC and a group of interested higher education institutions, uniting
MEC and HEI in a privileged partnership for greater teacher training quality. Indicatively and
subject to confirmation, the beneficiaries of the direct grant may include; 1) la Universidad
Nacional de Asunción, 2) la Universidad de Itapúa, 3) la Universidad Nacional de Pilar, 4) la
Universidad del Este, 5) la Universidad Nacional de Concepción, 6) el Instituto Nacional de
Educación Superior (all public universities) together with 8) la Universidad Iberoamericano,
8) la Universidad Angélica and 9) la Universidad Autónoma de Encarnación (private
universities).

Selected Universities could potentially work in cooperation with EU or third country

universities to be defined.

Civil society Participation and Oversight:

(a) Purpose of the grant(s)
A Call for Proposals is envisaged. The purpose of the grant(s) under this heading is to allow
for civil society participation and oversight in the education reform. The aim is to maximise
reform efforts at local level by involving local authorities and citizens, all key actors of the

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education system. The main aims are to enhance dialogue and awareness of education policies
among citizens, support multi-stakeholder dialogue and the inclusion of CSOs in monitoring
processes in the education sector, and support reform through social audits of the use of
education funds, in particular FONACIDE/FEEI.

(b) Type of applicants targeted

A single CSO or a consortium of CSO, with knowledge and experience in the education
sector and in the area of social audits and/or oversight, is targeted. The envisaged entrusted
entity(ies) shall be selected using the following indicative criteria: (i) experience in the
implementation of education reform or policies; (ii) experience in the area of social audits or
oversight; (iii) profound experience and knowledge of the Paraguayan context; (iv) capacity
to mobilise the Paraguayan population; (v) established in Paraguay; (vi) organizational,
logistical and administrative capacity.

5.4.2. Procurement (direct management)

Procurement of services for technical assistance will transversally contribute to all objectives
and results foreseen under this action. Particular attention will be paid to PFM issues that are
instrumental to the achievement of the expected results of this Programme. This support will
be aligned with the PFM support provided under the AAP 2019 Social Protection Programme.
This call may eventually be launched under a suspensive clause prior to the signature of the
Financing Agreement. This is justified due to the fact that the current Technical Assistance
provided under the second stage of EU support to the education sector will expire in mid-
2020. It is desirable to ensure continuity of TA between the second and this third stage of EU
support. The risk is considerable given that despite the adoption of the Financing Decision by
the Commission, its approval by the Paraguayan legislative body may take between 6 and 9
months. The internal DEVCO prior approval process will be followed.

Subject Indicative type Indicative trimester of

(works, supplies, launch of the procedure
services)

Technical Assistance, studies, training, Services T1/ 2020

seminars and similar services

5.4.3 Indirect management with an international organisation

A part of this action may be implemented through indirect management with the Organisation
of Ibero-American States for Education, Science and Culture, which is pillar-assessed. This
implementation entails Component 1: Learning Results and Component 3: Technical and
Professional Education and National Qualifications System. Two separate agreements shall be
signed.

The envisaged entity has been selected using the following criteria:
a) Specific sector/thematic expertise

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The OEI has ample education-specific knowledge, experience and a long track record in
education reform in Paraguay over the past decade. The OEI has a civil service training and
innovation centre in Asunción that was created in 2013. This centre has so far trained over
4.000 civil servants, including in areas such as inclusive education, early childhood, education
for youth and adults. All courses count with formal MEC certification. The OEI is therefore
considered highly specialised in the education field in Paraguay.
The OEI has also been supporting the field vocational and educational training. It collaborates
with MEC, MTESS and the private sector within the framework of the National Council for
Education and Labour (CNET).
b) Logistical and/or management capacities
The OEI has a considerable number of staff in its Paraguay office to ensure logistical and
management capacities. Over the past years, it implemented numerous actions for authorities.
It has organised the training of over 4 000 professionals of different categories.
c) Neutrality/security reasons in conflict/crisis situations
OEI is politically neutral, working with all countries and governments regardless of ideology.
d) Specific mandate for the local context in question
OEI has a specific mandate to cooperate with Latin American States in the areas of education,
la science, technology and culture. It is a long-time partner of the government and MEC and
has no competition.
OEI is firmly rooted in Paraguay.
OEI has as of July 2019 joined the Education Transformation Team 2030 and is the only
international organism accompanying the process, which provides both the OEI and the EU
with greater leverage in the education field.
e) Other
Implementation of the components includes a wide range of activities including training,
logistics, transport, per diem, which require coordination and management capacities. Other
activities such as the design and implementation of training programmes require technical
education expertise.
For Component 1 – Learning Results, while not a requirement, the inclusion of (a) junior CSO
partner (s) is being considered, e.g. Paraguay Enseña for in-classroom mentoring of teachers.
For Component 3: Technical and Professional Education and National Qualifications System,
while not a requirement, the aim is to have the OEI include the Agencia Presidencial de
Cooperación Internacional de Colombia (APC-Colombia) and the Italo-Latin American
Institute (IILA) in a consortium. Although not established in Paraguay and not having the
required logistical and management capacities, both partners have excellent specific technical
expertise.

In case the envisaged entity would need to be replaced, the Commission’s services may select
another replacement entity using the same criteria. If the entity is replaced, the decision to
replace it needs to be justified.
The Commission authorises that the costs incurred may be recognised as eligible as of the
date of the adoption of this decision because of the urgency of action in this domain.

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 Scope of geographical eligibility for procurement and grants
The geographical eligibility in terms of place of establishment for participating in
procurement and grant award procedures and in terms of origin of supplies purchased as
established in the basic act and set out in the relevant contractual documents shall apply,
subject to the following provisions.
The Commission’s authorising officer responsible may extend the geographical eligibility on
the basis of urgency or of unavailability of products and services in the markets of the
countries concerned, or in other duly substantiated cases where the eligibility rules would
make the realisation of this action impossible or exceedingly difficult.
Indicative budget
EU Indicative third
contribution party
(EUR) contribution
in EUR

Budget support 21 000 000 N.A.

Complementary Measures : 17 000 000
Component 1: Learning Results 3 800 000
Indirect management with an international organisation
Component 2: Initial Teachers’ Training and 2 600 000
Capacity Development of Education Professionals
Grants (direct management)
Component 3: Technical and Professional Education 3 200 000
Support and National Qualifications System
Indirect management with an international
organisation
Civil Society Participation and Oversight 1 500 000 166 667
Grants (direct management)
Technical Assistance 3 600 000
Procurement – total envelope
Evaluation, Audit, Expenditure verification 400 000
Communication and visibility N.A. N.A.
Contingencies 1 900 000 N.A.

Total 38 000 000 166 667

Organisational set-up and responsibilities
The main responsibility for the implementation of the programme, in particular to ensure the
fulfilment of the pre-agreed targets for each indicator lies with the Ministry of Education and
Science and the Ministry of Finance.
In the frame of this action and through consolidation of the existing, meaningful policy
dialogue, an updated policy dialogue matrix will be elaborated which allows for dialogue at

[31]
the political, strategic and technical levels. Dialogue will be maintained at the level of the
Minister, Vice-ministers, Directors General. Similarly, policy dialogue between
MEC/MoF/EUD will be ensured with tripartite meetings that will take place each semester.
A Steering Committee composed of MEC and EUD shall be established and meet 2 times per
year at the highest level. Technical Assistance will be closely associated to policy dialogue
and will participate accordingly.
For Components 1, 2 and 3, thematic Committees will be established and shall meet 4 times
per annum. They will include a representative of MEC, EUD, technical assistance and
respective implementing partner(s). MEC or EU may call for additional meetings as required.

Performance and Results monitoring and reporting

The day-to-day technical and financial monitoring of the implementation of this action will be
a continuous process, and part of the implementing partner’s responsibilities. To this aim, the
implementing partner shall establish a permanent internal, technical and financial monitoring
system for the action and elaborate regular progress reports (not less than annual) and final
reports. Every report shall provide an accurate account of implementation of the action,
difficulties encountered, changes introduced, as well as the degree of achievement of its
results (outputs and direct outcomes) as measured by corresponding indicators, using as
reference the Logframe matrix (for project modality) or the partner’s strategy, policy or
reform action plan list (for budget support). As far as possible, data should be disaggregated
by sex, age, ethnicity, disability and location to allow for better monitoring of gender and
right-based indicators.

SDGs indicators and, if applicable, any jointly agreed indicators as for instance per Joint
Programming document should be taken into account.

Within the context of the budget support modality, it should be noted that since 2011,
Paraguay has been gradually incorporating results-oriented budgeting, which includes a
central System for the Evaluation and Monitoring of Results based on international and
regional practices. The State Budget 2020 represents a milestone as for the first time, it will
fully incorporate the results-based approach for all public entities and the expectation is that
this will greatly facilitate monitoring and accountability in relation to results, impact and the
efficiency of all programmes.

As of April 2019, MEC has begun to develop its own real-time "tablero de control" which is
fully aligned to the recently adopted Education Action Plan 2018-2023. This management
tool is essentially a daily tracking tool for the highest authorities in MEC (Minster, Vice-
Ministers and Director Generals) and contains implementation data on all programmes linked
to the education strategy with the aim of identifying bottlenecks and alerting the authorities to
problematic situations in order to take corrective measures. The system is currently work in
progress and will represent a vital tool for intervention.

Paraguayan public institutions are subject to internal controls under the Standardised Model
of Internal Control (SMIC), which is implemented by the Internal Audit Directorate. Such
internal controls examine annual plans and programmes, the use of the public resources and
assets, and how the actual management results measure up in relation to the expected goals.

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 MEC also has a number of other Statistical Information databases including i) the Student
Registry (RUE) a single registration system for each student which follows the entire
school life ii) the general education data system ( SIEC), iii) the national Assessment
system tracking student performance (SNEPE) at the end of each school cycle and iv) the
Integrated Management System for the Ministry of Education and Culture (SIGMEC)
which brings together information from databases on human and financial resources as
well as on student academic records. MEC is working towards an integrated IT platform
which permits access to all data bases containing education data with the aim of
consolidating and streamlining existing systems.

Under the budget support element, monitoring and tracking will be part of the management
process in all its stages, contributing to organisational learning and facilitating a continuous
feedback between implementation and programming. MEC will report thoroughly on all
advances in its performance report to be submitted for all foreseen disbursements.

For Components 1, 2 and 3, there will be regular monitoring including detailed reports. Each
report shall be laid out in such a way as to allow monitoring of the means envisaged and
employed and of the budget details for the action. The final reports, narrative and financial,
will cover the entire period of the action implementation.

In addition to performance monitoring by the Paraguayan authorities and the European

Commission, the programme will include a component to ensure citizens'
oversight/participation in the policy implementation as regards the education sector.

The Commission may undertake additional project monitoring visits both through its own
staff and through independent consultants recruited directly by the Commission for
independent monitoring reviews (or recruited by the responsible agent contracted by the
Commission for implementing such reviews).

Evaluation
Having regard to the importance of the action, mid-term and final or ex-post evaluation(s)
may be carried out for this action or its components via independent consultants contracted by
the Commission or via an implementing partner. A mid-term evaluation may be carried out
for problem solving or learning purposes, in particular with respect to the efficiency of a
particular assistance provided under the programme. A final or ex-post evaluation may be
carried out for accountability and learning purposes at various levels (including for policy
revision), taking into account in particular the fact that the programme is unique in its design,
combining budget support with specific thematic programmes. The evaluation of this action
may be performed individually or through a joint strategic evaluation of budget support
operations carried out with the partner country, other budget support providers and relevant
stakeholders. Any evaluation should be gender sensitive and assess implementation of rights-
based approach working method principles (transparency, participation and non-
discrimination/equality) in terms of implementation of the programme and its outcomes.

The Commission shall inform the implementing partner at least one month in advance of the
dates foreseen for the evaluation missions. The implementing partner shall collaborate
efficiently and effectively with the evaluation experts, and inter alia provide them with all

[33]
necessary information and documentation, as well as access to the project premises and
activities. The evaluation reports shall be shared with the partner country and other key
stakeholders. The implementing partner and the Commission shall analyse the conclusions
and recommendations of the evaluations and, where appropriate, in agreement with the
partner country, jointly decide on the follow-up actions to be taken and any adjustments
necessary, including, if indicated, the reorientation of the project.

Evaluation services may be contracted under a framework contract. A multidisciplinary team

of evaluation experts should be set up to that effect, including experts on gender and rights-
based approach.

Audit
Without prejudice to the obligations applicable to contracts concluded for the implementation
of this action, the Commission may, on the basis of a risk assessment, contract independent
audits or expenditure verification assignments for one or several contracts or agreements. It is
foreseen that audit services may be contracted under a framework contract.

Communication and visibility

Communication and visibility of the EU is a legal obligation for all external actions funded by
the EU. This action shall contain communication and visibility measures, which shall be
based on a specific Communication and Visibility Plan of the Action, to be elaborated at the
start of implementation.
In terms of legal obligations on communication and visibility, the measures shall be
implemented by the Commission, the partner country, contractors, grant beneficiaries and/or
entrusted entities. Appropriate contractual obligations shall be included in, respectively, the
financing agreement, procurement and grant contracts, and delegation agreements. The
Communication and Visibility Requirements for European Union External Action (or any
succeeding document) shall be used to establish the Communication and Visibility Plan of the
Action and the appropriate contractual obligations. Costs engendered by communication and
visibility activities will be covered by the contract for “Design and implementation of a
communication and visibility strategy and communication plan for EU cooperation in
Paraguay”, financed under Support Measures.

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APPENDIX – INTERVENTION LOGIC TABLE – BUDGET SUPPORT
At this stage, indicators, baselines and targets are indicative. It is expected to fully complete this table following further discussions
with the MEC; prior to the signature of the Financing agreement. The Action Plan 2018 – 2023 defines 6 specific evaluation and
monitoring indicators as well as targets for 2021 and 2023.

Results chain Indicators17 Baselines Targets by the Sources of data

(year) end of the budget
support contract
(year)
Expected Improve the skills and 1. The literacy rate of 15-24 year-olds 1. To be defined (2018) 1. To be defined 1. National Student
impact of knowledge of the Paraguayan (** EU RF 1.7) disaggregated by sex, (2022) Evaluations MEC /
the policy location (urban/rural), wealth quintile, SNEPE
(Overall
population through quality disability status, minority – including
objective) education with a focus on indigenous/ language minority.
improvements in literacy,
numeracy, and skills for life. 2. Employment rate of population with 2. To be defined (2018) 2. To be defined 2. MTESS
secondary school diplomas (2022) statistics , INEC
disaggregated by sex, location (Instituto Nacional
(urban/rural), wealth quintile, de Estadística y
disability status, minority – including Censos )
indigenous/ language minority.

3. % of out of school children at pre- 3. To be defined (2018) 3. To be defined 3. UNESCO UIS

school, primary, secondary age (2022) data for education:
disaggregated by sex, location, wealth http://data.uis.unes
quintile, minority/indigenous groups. co.org/
4. Proportion of employed population 4. To be defined (2018) 4. To be defined 4. WB data
below the international poverty line (2022)
(** EU RF 1.14) by sex, location,
wealth quintile, minority/indigenous
groups.

17
* Indicators aligned with the Action Plan 2018 – 2023

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 5. Proportion of youth (aged 15-24 5. To be defined (2018) 5. To be defined 5. WB data
years) not in education, employment or (2022)
training (** EU RF 1.17) by sex,
location, wealth quintile,
minority/indigenous groups.
Expected SO 1: Improved access and quality 1.1 Gross enrolment rate at level of 51.6% (2018) 56,8 % (2022) 1.1 MOES /RUE -
outcomes of of education at different levels “Jardin de Infantes” (4 years of Registro Único del
the policy regardless of individual age) disaggregated by sex and Estudiante
(Specific circumstances (sex, ethnic origin, urban/rural location.*
objective(s)) etc.) 1.2 Graduation rate on completion of 44.5% (2018) 50.1% (2022) 1.2 MOES /RUE -
twelve years of schooling Registro Único del
disaggregated by sex, urban /rural Estudiante
location, socio-economic quintile
and minority/indigenous groups of
population (**EU RF 2.07).
1.3 % of official teachers from General 60% (2018) 85% (2022) 1.3 MOES
Basic Education and Secondary SISEC – Sistema
Education trained on the de Información
implementation of pedagogical MOES
innovations disaggregated by sex,
urban /rural location, socio-
economic quintile and
minority/indigenous groups of
population.
SO 2: Improved governance of 2.1. % of Teacher Training 60% (2018) 90% (2022) 2.1 SISEC –
education sector in Paraguay Institutes(IFD) licenced to deliver Sistema de
training. Información
MOES
2.2. % of teacher training graduates Procedural Document 50% application of 2.2 SISEC –
who pass the national examination for new national the new teaching Sistema de
of teaching competences teaching examination examination to all Información
disaggregated by sex, urban /rural elaborated and adopted entrants MOES
location, socio-economic quintile (2018)
and minority/indigenous groups of
population.
2.3 % execution rate of Education PGR 2020 To be defined 2.3 HAC, MOES
Investment programmes linked to
Results Based Budgeting (PFM).

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Induced IO 1.1 Successful implementation of 1.1.1 % of students at pre-school, To be defined (year) To be defined 1.1.1 MOES
outputs previously-piloted pedagogic primary, secondary education (year) SISEC
innovations in the areas languages, accessing to the new / innovative
mathematics, science and soft skills for learning tools / pedagogical tools,
life. Specifically "Ley, Pienso disaggregated by sex, wealth quintile,
Aprendo" for literacy, "MaPara" for rural/urban, language / minority and
mathematics and "Tikichuela Ciencias disability status. "
en mi Escuela" for early childhood
science. These new approaches will
improve curricula, provide up-dated
course materials, strengthen teacher
delivery and increase student resources.
To be defined (year) To be defined 1.2.1 MOES and
IO 1.2. In-service teachers lifelong 1.2.1 Number of teachers trained in (year) its regional
training programme is introduced new pedagogic innovations through the departments’
(including updating of skills required established “lifelong programme for reports and records
for new pedagogic innovations teacher”, disaggregated by sex, of distribution by
designed and implemented for remote / location (urban/rural), minority / the schools
rural, minority language / indigenous language groups, and disability statu.s
teachers and teachers with disabilities.

IO 1.3. Teacher trainers, teaching and 1.3.1 Number of teachers and To be defined (year) To be defined 1.3.1 MOES
administrative staff appraised, administrators evaluated by the (year) SISEC
including those in remote rural areas, relevant state institution / authority
from minority language / indigenous using new methodology, disaggregated
groups. by sex, location, minority, disability.

IO 1.4. Departmental education 1.4.1 Number of departmental To be defined (year) To be defined 1.4.1 Report on the
directors, education supervisors, education directors, education (year) territorial
directors of education institutions supervisors, directors of education reorganisation plan
appraised, including those in remote institutions evaluated by the relevant by MOES /
rural areas, from minority language / state institution disaggregated by sex. regional
indigenous groups. departments

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 To be defined (year) To be defined To be defined
IO 1.5. The adapted learning materials 1.5.1 Status of adapted learning (year) Please, the source.
are developed and used for minority materials are developed and used for
language / indigenous pupils and those minority language / indigenous pupils
with disabilities. and those with disabilities.

To be defined (year) To be defined To be defined

1.6.1 The status of distribution and (year) Please, the source.
IO 1.6. The pupils /students from usage of updated learning materials in
vulnerable groups, including remote remote rural areas.
rural areas, poor families are provided
with the updated learning materials.

IO 2.1 Educational institutions 2.1.1 Status of implementation of the To be defined (year) To be defined To be defined
reorganized, with an integrated and territorial reorganisation plan. (year)
territorial approach.

IO 2.2 Departmental Education 2.2.1 Level of execution of To be defined (year) To be defined To be defined
Directorate's mandate is strengthened, Departmental Education Directorates. (year)
promoting territorial
de-concentration of MEC.
IO 2.3 System of Education 2.3.1 Number of Supervisors providing To be defined (year) To be defined To be defined
Supervisors reformed with a focus on pedagogic support. (year)
improving learning outcomes.

IO 2.4 Re-shaped professional career 2.4.1 Status of career path for MEC To be defined (year) To be defined To be defined
pathways for MEC teachers and administrators and teachers. (year)
administrators through entrance exams,
merit-based career schemes and
continuous professional development
IO 2.5 Results-based budgeting 2.5.1 % of Programmes successfully 0 (year) € 21M (year) 2.5.1 Reports
applied for education programmes. executed under Education Budget. prepared by EUD

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 IO 2.6 Improved accountability and 2.6.1 Timely availability of MEC To be defined (year) To be defined To be defined
institutional communication on Annual Management Reports (year)
education issues. 2.6.2 Status of public access to
education data related to the Education
Action Plan 2018-2023.
Direct DO 1. Additional fiscal space created 1.1 Disbursement level and the status To be defined (year) To be defined 1.1 HAC
outputs by the transfer of funds and increased of planning of disbursements. (year)
predictability of funds
DO 2. Improved policy performance 2.1 Status of reports on policy To be defined (year) To be defined 2.1 Reports
assessment and monitoring. implementation by the EUD and (year) prepared by EUD
through the complementary measures?
DO 3. Improved policy dialogue and 3.1 Frequency of policy dialogue and To be defined (year) To be defined 2.2 Reports
donors coordination coordination meetings / consultations. (year) prepared by EUD
DO 4. Increased civil society 4.1 Number of social audits in selected To be defined (year) To be defined Civil Society
participation and oversight territories carried out by civil society (year) websites/ media
with the assistance of complementary
measures, EU grant.
DO 5. Strengthened capacities 5.1 Status of the teacher mentoring To be defined (year) To be defined MOES / SISEC
conducive to the implementation of the system. (year)
education sector transformation 5.2 Status of the teacher’s vocational
training strategy and curricula.
DO6. Strengthened access and equality 6.1 % of lower income pupils To be defined (year) To be defined MOES / INEC
in the implementation of the education entering and retained in the education (year)
sector transformation. Through a system at each level ( pre-school,
deliberate focus on minority languages, primary and secondary)
indigenous pupils and those with 6.2 % of children excluded from
disabilities, greater equity and equality education system ( primary and
will be achieved in the education secondary).
system promoting inclusion and
opportunities for all.

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 EN
ANNEX 2
of the Commission Implementing Decision on the financing of the annual action programme
in favour of Paraguay to be financed from the general budget of the Union for 2020
Action Document for Agenda 2030 Facility

ANNUAL PROGRAMME
This document constitutes the annual work programme in the sense of Article 110(2) of the
Financial Regulation and action programme/measure in the sense of Articles 2 and 3 of
Regulation N° 236/2014.

1. Title/basic act/ Agenda 2030 Facility

CRIS number CRIS number: LA/2019/041-897
financed under the Development Cooperation Instrument
2. Zone benefiting Latin America, Paraguay
from the The action shall be carried out at the following location: Asunción, and
action/location to a lesser extent in other areas or towns of the country.
3. Programming Multiannual indicative programme (MIP) 2014 - 2020 Paraguay
document
4. Sustainable All SDG, with particular emphasis on:
Development SDG 5 – Gender Equality
Goals (SDGs) SDG 13 – Climate Action
SDG 15 – Life on Land
SDG 17 – Partnerships for the Goals
5. Sector of MIP focal area: Democracy, participation DEV. Assistance: YES
intervention/ and institutional strengthening
thematic area
6. Amounts Total estimated cost: EUR 3 340 000
concerned Total amount of EU budget contribution: EUR 3 340 000
The contribution is for an amount of EUR 3 340 000 from the general
budget of the European Union for 2020 (N+1), subject to the availability
of appropriations for the respective financial years following the adoption
of the relevant annual budget or as provided for in the system of
provisional twelfths.
7. Aid Project Modality
modality(ies) Indirect management with the entity(ies) to be selected in accordance
and with the criteria set out in section 5.3.1
implementation
modality(ies)
8 a) DAC code(s) 15110 - Public sector policy and administrative management; 60%

[1]
 410 - General Environment Protection; 25%
43030 - Urban development and management; 15%
b) Main Delivery 13000 - Third Country Government (Delegated co-operation); 90%
Channel 23000 - Donor country-based NGO; 10%
9. Markers General policy objective Not Significant Principal
(from CRIS DAC targeted objective objective
form) Participation development/good ☐ ☐ ☒
governance
Aid to environment ☐ ☒ ☐
Gender equality and Women’s ☐ ☒ ☐
and Girl’s Empowerment
Trade Development ☐ ☐ ☐
Reproductive, Maternal, New ☐ ☐ ☐
born and child health
Disaster Risk Reduction ☐ ☐ ☐
Inclusion of persons with ☐ ☐ ☐
disabilities
Nutrition ☐ ☐ ☐
RIO Convention markers Not Significant Principal
targeted objective objective
Biological diversity ☐ ☒ ☐
Combat desertification ☐ ☒ ☐
Climate change mitigation ☐ ☒ ☐
Climate change adaptation ☐ ☒ ☐
10. Global Public N.A.
Goods and
Challenges (GPGC)
thematic flagships

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SUMMARY
Several years after the signature of the 2030 Agenda, Paraguay is struggling to make the
Sustainable Development Goals (SDGs) an important part of its policy agenda. Lack of
coordination, weak institutional capacities and outright challenging of selected SDGs from
influential circles are main challenges. Information is scarce and the Agenda and SDGs remain
unknown to most civil servants, the private sector and citizens in general.
This action aims to promote and accelerate the implementation of the 2030 Agenda in Paraguay,
with three objectives: (1) strengthening the governance and the information/statistic system
for the implementation of the 2030 Agenda; (2) strengthening sectorial public policy focused
on the acceleration of SDG 5 with the Ministry of Women Affaires (MinMujer) and of SDG
13 and 15 with the Ministry of Environment (MADES); and (3) mobilising society for SDG
implementation. Moreover, as SDGs are grounded in international human rights law, the agenda
offers critical opportunities to further advance the realisation of human rights for all people,
without discrimination.
The programme will, first of all, support an indispensable strengthening of the national SDGs
coordination mechanism and statistics. Following a facility approach, it will strengthen the
integration of environment and gender SDGs in policies, while at the same time remaining
flexible to support opportunities in other sectors.
Mobilising Paraguay’s mainly young society for SDGs implementation is another priority. The
Cities CAN B network has proven its pertinence and impact in several cities, promoting the
collaborative participation of all actors for their sustainable development. Preliminary contacts
have already been made with the Asunción Municipality.
The objectives and interventions proposed in this action support the roadmap proposed in the
first Voluntary National Review (VNR) submitted by Paraguay in 2018.
The action shall be implemented, in principle, through a single agreement with a Member State
Organisation.

1 CONTEXT ANALYSIS
Context Description
Paraguay, as a signatory of the 2030 Agenda, committed to take concrete measures for its
implementation and presented its first Voluntary National Review (VNR) in 2018. The
document reports on the following progress made since 2016.
An Inter-institutional SDG Commission was established in September 2016 by Decree No.
5,887, considered an important milestone in the beginning of the works to comply with the 2030
Agenda. Chaired by the Ministry of Foreign Affairs (MFA), the Commission is further
integrated by representatives of: Ministry of Finance (MoF), Technical Secretariat for Planning,
Economic and Social Development (STP) and the Technical Unit of the Social Cabinet of the
Presidency of the Republic (UTGS).
The 2030 Agenda was officially installed through an International Seminar sponsored by the
European Union in July 2017, in the presence of the highest State representatives. The
Executive, Legislative and Judicial Power signed a committing declaration towards the
achievement of the SDG.
The nationalising of SDG indicators progresses: as of May 2018, a total of 77 indicators have
been identified responding directly to 47 indicators of the Global Framework. With around 33%

[3]
indicators available, Paraguay is at Latin American average when it comes to availability of
indicators.
A Roadmap to implement the 2030 Agenda was designed with United Nations Development
Programme (UNDP) support. The SDG Commission selected some issues out of this Roadmap
for its Comprehensive Management Plan 2019 (prioritising the SDG Commission structure;
Nationalising and Localising SDG; Communication and Partnership). Implementation is
pending.
In general, the 2030 Agenda and the SDG remain largely unknown to Paraguayan authorities,
private sector, universities, civil society organisations (CSO) and society, who might have just
heard about them and nothing more. Very little is done to publicise the goals, bringing them to
a wider public and integrating them into public sector policies and work.
There is wide recognition that the SDG Commission in its current form will not be able to fulfil
its ambitious mandate. Conscious of this the Chair requested the EU to assist in drafting a
proposal for amending Decree No. 5,887 and an accompanying organigram providing a vision
what a future SDG coordination mechanism would have to look like. The draft documents were
shared with Finance Minister López and Presidency Management Unit Minister Cáceres.
Proposals include wider participation of stakeholders involved in SDG Commission, i.a. the
inclusion of the Ministry of Environment and Sustainable Development (MADES) and a link
with local authorities. They also advocate for the creation of an SDG Council with decisional
power, in charge of planning and steering Agenda 2030 implementation.
The donor community in general stands ready to assist the government, but lacks a counterpart,
for both general coordination and work in sector tables. Similarly, there is no effective donor
coordination mechanism in Paraguay, some donors reporting to MFA, some to STP,
international finance institutions (IFI) to MoF.
Furthermore, a draft law to elevate the Directorate General for Statistics (DGEEC) to an
independent National Statistics Institute is under examination by the Ministry of Finance (PY
is the only country in the region without an independent instance in charge of statistics). If
cleared by the latter, President Abdo can present it to Congress.
Economist Jeffrey Sachs is advisor to President Mario Abdo Benítez since February 2019.
Professor Sachs (through his team as well) is advising on important issues such as education
reform, discussions with Itaipú regarding the energy market and results-based budgeting
aligned to SDG. Sachs advised that Paraguay should concentrate in SDG 4 – Quality Education.
However, Paraguay still hasn´t prioritised SDG at country level or set the criteria to start this
process.
The Congress is analysing a draft law for the creation of a ‘Permanent Advisory Commission
for SDG implementation’, which would examine draft laws, resolutions and declarations related
to public policy to ensure they are aligned to SDG.
In August 2018, Paraguay held a virtual meeting of First Ladies from the LAC region, with an
emphasis in SDG. The initiatives are not coordinated with each other.
Policy Framework (Global, EU)
The Agenda 2030 of 2015 itself is the frame of this intervention. The Addis Ababa Action
Agenda (AAAA) is closely linked, attributing the main responsibility for SDG implementation
and financing to individual countries that shall use their own national development strategies
and plans to respond to the SDG. The SDGs are grounded in international human rights law.

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The EU has played an important role in shaping the 2030 Agenda. The Council Conclusions
on Supporting the SDGs across the world of 8 July 2019 reaffirm that the 2030 Agenda
reflects the principles and values upon which the Union is founded and that it is in the EU and
its Member States' interest to play a leading role in the implementation of the 2030 Agenda and
its 17 SDG.
The European Consensus on Development aligns the Union's development policy with the
2030 Agenda for Sustainable Development. It addresses its main focus points people, planet,
prosperity, peace, and partnership in an integrated manner.
The SDGs are a crosscutting dimension for the implementation of the Global Strategy on the
EU´s Foreign and Security Policy (June 2016). Implementing SDG is bound to generate
coherence between the internal and external dimensions of EU policies.
In particular, the EU committed to lead by example by implementing its commitments on
sustainable development and climate change, increase climate financing, drive climate
mainstreaming in multilateral fora, raise the ambition for review foreseen in the Paris
Agreement on Climate Change (2016).
Regarding gender equality, meeting the mandate outlined in the respective 2014 Council
Conclusions the EU the Gender Action Plan II (GAP II) (2016-2020) outlines the EU
approach to gender equality, women’s and girls’ empowerment, and the promotion, protection
and fulfilment of women’s and girls’ human rights. The Action contributes directly to the GAP
II objective(s) 6. Partnerships fostered between EU and stakeholders to build national capacity
for gender equality. Moreover, the Action directly promotes the working principles of the
rights-based approach (RBA): participation, non-discrimination and equal access,
accountability and transparency.
The Joint Communication to the European Parliament and the Council European Union,
Latin America and the Caribbean (LAC): joining forces for a common future (April 2019),
under headings ‘Standing up for our shared values and interests’ and ‘Partnering for effective
global governance’, lists implementation of the 2030 Agenda and advancing multilateral
climate and environmental governance as objectives for joint action with LAC.
The yet to be signed and ratified EU-Mercosur Association Agreement includes social, labour
and environmental provisions.

Public Policy Analysis of the partner country/region

Paraguay, as signatory of the 2030 Agenda, committed to take concrete measures for its
implementation as an Action Plan focused on People, Planet, Prosperity, Peace and Partnership.
In response to the commitment assumed with the approval of Resolution 70/1 ‘Transforming
our world: 2030 Agenda for Sustainable Development’, the Inter-institutional SDG
Commission was established by Decree No. 5,887 in September 2016 as a coordination
mechanism.
The Directorate for Multilateral Affairs of the Foreign Affairs Ministry (MFA) chairs the SDG
Commission, in addition to its existing tasks. The Commission has no dedicated full-time staff
and no financial resources. Given its position in the hierarchy, it is in its present form not able
to drive SDG implementation in the country as would be required. UNDP supported the
Commission in drawing up a roadmap for SDG implementation, which is currently dormant.
However, a reform and new Decree are being discussed. Moving responsibility for national

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SDG coordination to Ministerial level and including more actors would be crucial for
effectively promoting SDG implementation.
In 2018 Paraguay presented its first voluntary national reviews (VNR) on the progress in SDG
implementation, annexing a road map addressing activities to be implemented in order to reach
six identified results.
Paraguay’s National Development Plan 2030 dates from 2014, i.e. before Agenda 2030. It is
an overarching strategic document with three main axes: i) poverty reduction and social
development, ii) inclusive economic growth; and iii) insertion of Paraguay in the world.
Prepared and approved in 2014 it includes no direct reference to SDG. While it may be largely
aligned, it is currently being revised for 100% alignment with the SDGs. It includes no target
indicators.
As for specific topics to be targeted by this action Paraguay approved an IV National Equality
Plan in February 2019 (Decree 936). It too lacks target indicators.
Paraguay’s National Policy on Climate Change (2012), National Plan of Adaptation to
Climate Change (2016) and the Climate Change Mitigation Plan formally address climate
issues, but implementation is pending.

Stakeholder analysis
 Rights holders
The SDGs will not be achieved without significant public awareness, participation and
engagement of and for youth, women, girls, persons with disabilities, indigenous communities,
people living in vulnerability, poverty and in marginalised communities. Paraguayan ordinary
citizens are not informed and largely fail to understand the importance of standing up for
protecting the environment, fighting climate change, a solidary society and their own rights.
Human rights defenders, particularly campesino and indigenous defenders and journalists face
threats and persecution. Still, it is citizens, who will hold governments accountable to the
promises made in 2015. There is a need to find innovative ways of strengthening transparency,
raising public awareness and pressure to deliver a more just and sustainable world by 2030.
Only through citizen participation, an ‘accountability revolution’, there is a chance of achieving
the commitments. Notwithstanding Paraguay’s young population, youth is underrepresented
and under-mobilised in politics and life, both in comparison to the EU and other LA countries.
There is an important potential, not least thanks to social media.
 Duty bearers (institutional stakeholders)
Inter-institutional SDG Commission: With low political weight and backing and no exclusive
human and financial resources the Commission has little to influence public policies. In
addition, its composition is limited to a representative from the Ministries of Foreign Affairs
(MFA) and Finance (MoF), the Technical Planning Secretariat (STP) and the Technical Unit of
the Social Cabinet (UTGS). The Ministry of Environment (MADES) and others are missing.
Upgrading the Commission and/or placing the responsibility for SDG implementation will be
paramount if Paraguay wants to move on 2030 Agenda, Paris and other related commitments.
Line Ministries and Secretariats: There is particularly little knowledge of SDG in the public
sector. As a result, permeation of SDG into public policies is limited. This includes also
Ministries of Health, Education, Labour, etc. many of which are partners of EU cooperation
and where EU programmes can assist. Ministries and Secretariats are also data providers for

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monitoring and need to improve their administrative records for reporting on the SDG´s
indicators. In particular:
 Ministry of Environment (MADES): Upgraded from Secretariat to Ministry only in
2018 its powers, influence and budget (0.01% of national budget) are extremely limited.
While environmental legislation is rather good and advanced, application is deficient
(see soy production, deforestation, etc.). In general, climate change and environment
protection are of little concern in the country, although perception may slowly change,
also due to environmental clauses in trade agreements (see EU-Mercosur Association
Agreement), private sector standards, etc. Euroclima+ started support to MADES in
early 2019, but this needs to be consolidated, turn into a full-time accompaniment for
SDG.
 Ministry of Women Affairs (MinMujer): Also a young Ministry, its existence is
questioned by influential conservative circles, forcing it to tread lightly. MinMujer also
counts with little support from cooperation, the perceived combative UN Women apart.
Equality between men and women is far from achieved and gender violence is rife. The
current IV Equality Plan lacks indicators.
 Directorate General for Statistics: (Dirección General de Encuestas, Estadísticas y
Censos - DGEEC): Depending on the STP, the DGEEC is mandated to ensure the
nationalisation of the SDGs Indicators of the Global Monitoring Framework. To date,
33% of the indicators have been nationalised, in line with the regional average.
However, there is a need to strengthen human resources, as well as line Ministries
administrative records to report on SDG´s indicators. A draft law to elevate the DG to a
National Statistics Institute is currently under examination and would bring a welcome
strengthening of the Statistics System, although its approval is not secured. In any case
the DG is a willing partner. It is crucial to increase the Institute’s independence and
decisional capacity.
Congress: Not an actor so far, Congress is analysing a draft law for the creation of a ‘Permanent
Advisory Commission for SDG implementation’, which would examine draft laws, resolutions
and declarations regarding their alignment with SDG.
The General Comptroller (Contraloría General de la República - CGR) has the legal mandate
to perform audits of the progress of the 2030 Agenda. To date, an audit to the SDG Commission
has been done, as well as a performance audit of the preparation of the Government for the
implementation of the SDG 5 -Gender Equality.
Local authorities (departmental governments and municipalities): Local governments have a
crucial role to play in implementing the 2030 Agenda in cities and the territory. SDG
implementation will succeed or fall with cities. Deconcentration and decentralisation are in its
infancies. Little has been done so far. Local administrations are very weak, officials change
with elections leaving no capable local civil service. They are largely under-funded and spend
badly (often without accountability and with suspicion of corruptive behaviour) the funds they
receive. There is, however, an undeniable need to integrate local authorities in a future
institutional frame for SDG implementation.Municipality of Asunción: The most important
municipality of the Greater Asuncion metropolitan area, Asunción is in early contacts with the
SDG Commission to work on localising SDGs. Some interesting initiatives are ongoing, among
them an EU-funded intervention in the Asunción food wholesale market (Mercado de Abasto)
and opportunities to make the city more sustainable exist. Asunción also expressed interest in
joining the Cities CAN B network, which bases its work on mobilisation of all actors for SDG.

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Private sector: The 2030 Agenda assigns a key role to the private sector, which in the end will
have to finance the bulk of its implementation through productive investments. Apart from
some companies the private sector is not aware of the SDGs and yet to be convinced of the need
and advantages of a sound environment or the economic and social benefits of corporate social
responsibility. A leading partner in this context is the Global Compact working on
communication and raising awareness on the SDGs and its corporate members with EU
financial support. The EU is equally partnering (and funding activities) with the main industrial
association UIP and agro-processing Cooperative federation FECOPROD to promote
sustainable production, green and circular economy principles.
Civil Society: CSO play a minor role in promoting SDG implementation, not because of lack
of will, but because of their limited influence on decision makers and capacity to mobilise
population for causes. Youth, however, has a huge still unexploited potential for mobilisation,
for social issues, environmental concerns and others. Notwithstanding the above, CSOs
represent rights-holders of different groups, including youth, women, children, persons with
disabilities, campesino and indigenous communities, etc. and will be included in the action
where possible.
Academia: In line with the above regarding youth, academia potential for SDG promotion is
yet to be mobilised. There is however growing interested in environment-related careers.
Moreover, the National University of Asunción (UNA) has recently installed a Master degree
in Sustainable Development, with a SDG approach.
Cooperation Agencies: Committed to support the country to comply with the 2030 Agenda,
coordination of efforts is affected by an absence of a government-led donor coordination
mechanism resulting in a lack of concerted action.

Problem analysis/priority areas for support

Institutional anchoring of SDG implementation responsibility: Effective 2030 Agenda
implementation suffers from the absence of a government policy coordination mechanism
supported at highest level. The current SDG Commission lacks the required rank and resources.
The 2030 Agenda is far from being a state policy. Moving the responsibility from technical to
political, i.e. ministerial level is one-step. While the Agenda is an international agreement,
implementation is national. It would be worthwhile analysing which institution is best placed
to ensure follow-up. Still, without dedicated full-time staff and financial resources this policy
and monitoring task will be impossible to accomplish.
Coordination of international cooperation: The adoption of the 2030 Agenda and its SDG
represents a change of paradigm of the international development cooperation. There is a need
to advance towards a more efficient management of cooperation, such as strengthening
exchanges with other countries and promoting South-South Cooperation, among others. At
present, no effective national donor coordination mechanism exists. A stronger national SDG
coordination can or would have to tackle this.
Nationalising SDGs indicators: The DGEEC collects, processes, orders and disseminates all
statistical information produced. A body under STP control, it is institutionally not optimally
placed to approach Ministries et al. with the request to provide them with information and better
or new administrative records. To remedy this, a draft law to elevate the DGEEC to National
Statistics Institute was presented to Congress, but is currently halted, also due to budgetary
reasons. In any case, the nationalising of indicators needs to advance, possibly in the frame of
a larger national statistics plan. At present, much data comes from the yearly household survey,

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but reportedly more and more households decline to respond. Ministries and Secretariats will
without doubt need to improve their administrative records.
Environment and climate change: The Paraguayan environment is degrading rapidly, in all
aspects: deforestation, soil erosion and loss of fertility, water and air pollution, pesticides,
biodiversity, etc. Upgrading the Environment Secretariat to Ministry (MADES) in 2018 did not
change the situation. MADES resources (0.12% of national budget) are largely insufficient to
tackle the enormous challenges. Partially advanced environmental legislation is not
implemented due to lack of capacities of the justice system and/or MADES and of political will.
Political and economic elites do not see an urgency to act, although Paraguay is highly
vulnerable to climate change, regularly reporting floods or droughts. Building an environmental
conscience and implementing legislation are key priorities.
Gender equality: Many obstacles to equality persist, as does gender-related violence. Paraguay
is a conservative society and discrimination against lesbian, gay, bisexual and transgender
persons remains persistent. Discriminatory traditional attitudes and the negative influence of
some religious beliefs and cultural patterns are hampering the advancement of women’s rights,
particularly sexual and reproductive health and rights. As its predecessors, the current IV
Equality Plan lacks a realistic plan for action and precise indicators. Apart from the specific
actions or goals under the Plan, the transversal integration of gender equality in public policies
is little advanced. In addition, little expertise exists in country. Respective Eurosocial efforts
fall short of potential due to the lack of a national anchor.
Awareness and mobilisation for SDG implementation: The SDG are unknown to a large
majority of the population, private sector companies and public sector officials. No campaign
has ever been launched to socialise the Agenda 2030. Moreover, its language is not easily
understandable. The challenge is to show citizens what the goals are and maybe even more
importantly what they can contribute.
These issues are also included in the first Voluntary National Reviews (VNR) as main
challenges for the implementation of the 2030 Agenda: (a) strengthening the Inter-institutional
SDGS Commission; (b) tailoring the National Development Plan with 2030 Agenda; (c)
nationalising SDGS indicators; (d) working together with Private Sector, Civil Society and
International Cooperation Agencies; and, (e) Communication and awareness raising in the
implementation of the 2030 agenda.

2 RISKS AND ASSUMPTIONS

Risks Risk level Mitigating measures
(H/M/L)
Responsibility for SDG Medium The absence of an efficient single SDG
coordination is not passed to a coordination mechanism constitutes a
more efficient national disadvantage, but cannot and does not mean
mechanism with sufficient nothing can be done meaningfully on SDG
human resources, resulting in implementation. SDG are integral part of all
continued weak influence in EU (and non-EU) cooperation. Champions
public policies. can be found or built up. Support to the
Ministries of Environment and Women, as
well as to Statistics, is not affected. The
programme is not dependent of this SDG
mechanism.

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 Weak governmental Low The weaknesses will continue to exist. The
institutional capacities to action will build capacities related to SDG
implement SDG into public implementation, including policy integration
policy (plans, programmes and and strengthening of registers for increased
projects). accountability and statistics purposes.
Lack of reliable data for SDG Medium The action will support the national statistics
nationalising. system capacities to report on disaggregated
SDG indicators.
Private sector, academia, CSO Medium Mobilisation will be a gradual process. Due
and citizens, in particular strategies will have to be designed. Inclusion
vulnerable groups as youth and of youth and women will be particularly
women, not mobilised for SDG important. Cities CAN B has a proven
implementation. capacity to mobilise.
Creation of a meaningful participatory
mechanism for the civil society and
community representatives representing
different groups of rights-holders.

Assumptions

Paraguay is open to upgrade its SDG coordination mechanism and will assume responsibility.
National and local authorities, citizens and in particular youth can be mobilised for SDG
implementation.

3 LESSONS LEARNT AND COMPLEMENTARITY

Lessons learnt
Rather than lessons learnt the first VNR (2018) resumes the challenges; the weak structure of
the Inter-institutional SDG Commission which is not conducive to moving forward, the lack of
alignment of the National Development Plan with the 2030 Agenda. It also points out the need
for a partnership with private sector, civil society, universities and international cooperation
and for communication and awareness raising for the 2030 Agenda.
The paper National Level Implications of Implementing SDGs in Paraguay1 had identified a
similar range of challenges, from institutional weaknesses and poor coordination capacity to
inadequate financing and social accountability mechanisms. It also called to promote platforms
for civil society participation and work closely with local governments.

3.2 Complementarity, synergy and donor coordination

Notwithstanding Decree No. 6,159 of 20162 on coordination of international cooperation there
still is no government-led donor coordination mechanism. Cooperation partners in particular
continue to claim for a general SDG implementation coordination, then to be broken down to
sector tables. Stronger political action is namely needed to limit and coordinate both the
requests of individual Ministries approaching potential donors directly and the donors offering

1
Verónica Serafini Geoghegan; June 2017
2
One of the challenges identified at the First VNR (2018) refers to donor coordination.

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support. By reinforcing the national SDG mechanism, the proposed action may assist in
founding the basis for this coordination. At government level, authorities have started to
improve just as urgent internal coordination.
The action is complementary to all EU bilateral programmes searching to implement SDG in
their respective areas by supporting overall coordination. Important complementarities exist
with regional programmes (in particular EUROsociAL+ and Euroclima+) and thematic
instruments. More particularly, focusing on the institutional side, this action will be
complementary to four grants3 (CSO-LA) recently granted to CSOs for strengthening civil
society participation in SDG implementation in Paraguay.

4 DESCRIPTION OF THE ACTION

Overall objective, specific objective(s), expected outputs and indicative activities

Overall objective: The overall objective of this action is to contribute to the sustainable
development of Paraguay by promoting and accelerating the implementation of the 2030
Agenda for Sustainable Development in Paraguay.

Specific Objectives (expected outcomes):

SO1: Paraguay has an efficient governance system including information/statistics for the
implementation of the 2030 Agenda.
SO2: Improved public policies for implementation of the 2030 Agenda, in particular SDG 5
(gender equality) and SDG 13 and 15 (environment).
SO3: Improved participation of Society for SDG implementation.

Outputs:

In relation to the specific objective 1:

R1.1. The SDG coordination mechanism, is redesigned (new organigram and legal basis) and
capacities of its staff are strengthened.

R1.2. Gap analysis for reaching SDG, at country level is available.

R1.3. The inventory of public policy aligned to all SDGs (policies, strategies, programmes,
plans and projects) is available.

R1.4. Mechanisms to rollout SDG implementation and monitoring at local authority level
(localising SDG) are designed, including demonstrative/pilot actions in selected local
authorities, to be defined with the SDG coordination mechanism.

3
‘‘Implementación de dos experiencias piloto de acciones concertadas y sostenibles entre la sociedad civil,
los gobiernos locales y el sector privado, que impactan positivamente al cumplimiento de los ODS 1, 2, 10 y 13
en Paraguay’’, impl. by Decidamos (EUR 450.000); ‘‘Juntos por el desarrollo sostenible en el Paraguay’’’’, impl.
by Red local del pacto global (EUR 478.994); ‘‘Plataforma Ciudadana por los ODS’’, impl. by Diakonia (EUR
490.000); ‘‘Nuestros derechos en la Agenda 2030: Participación ciudadana intercultural para la equidad de
género en la niñez y adolescencia de Paraguay‘‘, impl. by CDIA (EUR 486.424).

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R.1.5. SDGs statistics and administrative records and capacity building of officials are
improved to report on SDG implementation.

R 1.6. The of a National Statistics Plan is drafted

In relation to the specific objective 2:

R2.1. The Ministry of Women Affaires (MinMujer) capacity to adjust and implement the public
policies, strategies and plans are strengthened.

R 2.2. Data collection, monitoring of SDG 5 and maintenance of the system is improved.

R 2.3. Implementation of priority activities for acceleration SDG 5 as part of the National
Equality Plan IV related to the GAP II is defined with the Ministry of Women Affairs
(MinMujer).

R 2.4. The Ministry of Environment (MADES) capacity to adjust and implement the public
policies, strategies and plans are strengthened.

R 2.5. Strengthened data collection, monitoring and interpretation of SDG 13 and 15 indicators
in Environment Information Systems (SIAM) and build technical capacities or its staff on data
interpretation.

R 2.6. The Ministry of Environment (MADES) has a coordination system with its stakeholders,
including private sector, CSO and local authorities on of SDG 13 and 15 related matters.

In relation to the specific objective 3:

R 3.1. ‘Cities CAN B’ Initiative is implemented in cooperation with the Municipality of
Asunción and public, private, academia sector and civil society actors.

R 3.2. Youth is mobilised for SDG implementation.

4.2 Intervention Logic

The action aims to act as a catalyser and support SDG implementation in Paraguay. To this end
it will work on two fronts: the supply side (supporting the government coordination
mechanism-SO1- and two specific Ministries to advance SDG implementation on gender and
environment-SO2-) and on the demand side supporting the mobilisation of all society for the
SDG (SO3).
It will under SO1 focus on strengthening institutionally and legally the overall governmental
mechanism for SDG implementation. It will also support the national statistics and information
system to allow monitoring of SDG implementation and more generally of public policy.
Under SO2 the programme will support implementation of SDG related to gender and
environment, two thematic that are of crucial importance for Paraguay and that need a particular
boost. The action will support the Ministry of Women Affaires (MinMujer) and the Ministry of
Environment (MADES) to address their sectoral public policies by defining/adjusting

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strategies, plans, projects and initiatives to SDGs targets ( SDG 5, 13 and 15) and building
technical capacities of its staff. Within this context, it is also important to improve
administrative records for data collection and monitoring of SDG indicators.
While the Interinstitutional SDG Commission (or its beefed up successor), the Ministry of
Environment, the Directorate General for Statistics (or in its place the National Statistics
Institute, if a respective law is approved) and the Ministry of Women Affairs (MinMujer) shall
be the main beneficiaries, the programme shall also be flexible enough to take advantage of
opportunities that arise
Under SO3 the programme will support initiatives prone to informing, interesting and engaging
the society about the SDG, in their communities, municipalities and country. Cities will be
decisive if we want to reach the targets, so will be mobilising the private sector along public
authorities. Youth will have a crucial role in speaking up for their planet and where a cultural
change has most impact. The Cities Can B initiative is a potent multi-actor platform. Based in
Santiago de Chile the initiative has spread over Latin America reaching Europe; and is
searching to work in Asunción, where it has found a local partner. Bringing Cities Can B to
Asunción can both be a major push for SDG implementation in the capital and the country, and
provide the much visibility to the SDG and the EU.
While a direct grant for Cities Can B is justified, institutional strengthening and capacity
building and the funding of smaller local society or youth initiatives for SDG are best supported
through a flexible technical assistance facility managed by an EU Member State. Specific
assistance shall be strategic and results-oriented. Activities shall be planned in an annual work-
plan, which is to be updated regularly and requires EU Delegation approval.

4.3 Mainstreaming
The action will address environment and climate change through strengthening MADES in
policy design, implementation and monitoring, in particular regarding SDG 13 and 15; as well
as, implementation of SDG 5 – Gender Equality through direct action and mainstreaming
gender equality in sectoral policies.
As SDGs are grounded in international human rights law, the agenda offers critical
opportunities to further advance the realisation of human rights for all people, without
discrimination. The Action contributes to the fulfilment of Paraguay’s international human
rights commitments, including the country’s obligations under the Convention on the
Elimination of All Forms of Discrimination against Women (CEDAW). Attention will be paid
to involving gender focal points/units of indicated stakeholders whenever possible.
Gender equality, human rights and rights-based approach expertise will be ensured during the
implementation of the Action as possible. They will be also integrated in relevant capacity
building activities and documents (i.e. ToRs, etc.), as a minimum requirement of expertise.
The programme will abide by the 'do no harm principle' to avoid unintended negative impact
in terms of human rights and will be implemented following the rights-based approach working
principles (all rights, participation, non-discrimination, accountability and transparency). The
proposed actions will develop the capacities of the stakeholders as ‘rights-holders’ to claim
their rights and ‘duty-bearers’ to meet their obligations.

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4. 4 Contribution to Sustainable Development Goals (SDGs)
The action will contribute to SDG coordination and implementation as a whole. Apart from
supporting the overall national coordination mechanism, the facility will focus on (targets are
indicative and to be specified later):
SDG 5: Target 5.C ‘Adopt and strengthen sound policies and enforceable legislation for
the promotion of gender equality and the empowerment of all women and girls at all levels’.
SDG 13: Target 13.3 ‘Improve education, awareness raising and human and institutional
capacity on climate change mitigation, adaptation, impact reduction, and early warning’.
SDG 15: Target 15.9 ‘By 2020, integrate ecosystems and biodiversity values into national
and local planning, development processes and poverty reduction strategies, and accounts’.
SDG 17: Target 17.17 ‘Encourage and promote effective public, public-private and civil
society partnerships, building on the experience and resourcing strategies of partnerships’.
Target 17.18 ‘By 2020, enhance capacity-building support to developing
countries, including for least developed countries and small island developing States, to
increase significantly the availability of high-quality, timely and reliable data disaggregated
by income, gender, age, race, ethnicity, migratory status, disability, geographic location and
other characteristics relevant in national contexts’.

5 IMPLEMENTATION

5.1 Financing agreement

In order to implement this action, it is not foreseen to conclude a financing agreement with the
partner country.

5.2 Indicative implementation period

The indicative operational implementation period of this action, during which the activities
described in section 4 will be carried out and the corresponding contracts and agreements
implemented, is 48 months from the date of adoption by the Commission of this Financing
Decision.
Extensions of the implementation period may be agreed by the Commission’s responsible
authorising officer by amending this Decision and the relevant contracts and agreements.

5.3 Implementation modalities

The Commission will ensure that the EU appropriate rules and procedures for providing
financing to third parties are respected, including review procedures, where appropriate, and
compliance of the action with EU restrictive measures4.

4
www.sanctionsmap.eu Please note that the sanctions map is an IT tool for identifying the sanctions regimes. The
source of the sanctions stems from legal acts published in the Official Journal (OJ). In case of discrepancy between
the published legal acts and the updates on the website, it is the OJ version that prevails.

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 5.3.1 Indirect management with a Member State Organisation or an international
organisation
(A part of) This action may be implemented in indirect management with an entity, which will
be selected by the Commission’s services using the following criteria:
 Administrative and financial capacity;
 Facility to identify and contract experts, including from public sector for peer exchange
and learning;
 Capacity to work closely with public institutions;
 Capacity to sub-grant to other organisations
 Ability to select and fund small local youth and other initiatives for awareness raising and
citizen mobilisation in favour of SDG implementation;
 Knowledge of communication for society mobilisation and SDG; including integration of
gender equality and human rights perspective;
 Commitment to provide visibility to EU funding and action.
The implementation by this entity covers the entire programme.
SO1: Paraguay has an efficient governance and information/statistics system for the
implementation of the 2030 Agenda.
SO2: Improved public policies for implementation of the 2030 Agenda, in particular SDG 5
(gender equality) and SDG 13 and 15 (environment).
SO3: Improved participation of Society for SDG implementation.

5.3.2 Changes from indirect to direct management mode due to exceptional

circumstances
Should it not be possible to select a Member State Organisation or an International Organisation
described in 5.3.1 for SO3 (sub-granting to other organisations) the action may be implemented
in direct management in accordance to direct management describe below:
Call for proposal
(a) Purpose of the grant(s)
The grant(s) contribute(s) to achieving SO3: Society mobilised for SDGs implementation and
both results hereunder.
(b) Type of applicants targeted
Local CSO or (groups of) individuals with initiatives for the promotion, awareness raising,
mobilisation for SDG implementation (linked to R3.2).

Direct Grant
(a) Purpose of the grant(s)
The grant(s) contribute(s) to achieving SO3: Society mobilised for SDGs implementation and
both results hereunder.

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(b) Type of applicants targeted
Multi-actor platform for SDG implementation in urban areas or local non-governmental
organisations associated with these platforms (linked to R3.1).
(c) Justification of a direct grant
Under the responsibility of the Commission’s authorising officer responsible, the grant may be
awarded without a call for proposals to Sistema B Asociación Civil de Capacidad Restringida
for the implementation of the Cities CAN B initiative in Asunción.
Sistema B is Asociación Civil de Capacidad Restringida was registered as a Paraguayan non-
profit association/CSO in August 2016. It is the national chapter of Sistema B, a Latin American
organisation that ‘fosters the transition to a new economy, where success is measured by the
well-being of people and nature. Thanks to a systemic strategy that promotes a new form of
business: B Corps, whose shareholders redefine their business purpose and take it to a legally
binding commitment in their legal constitution. ’5
Sistema B collaborates with opinion leaders, citizens, investors, large companies and academia
to promote the paradigm shift towards an economy that advances with regeneration and
inclusion. This systemic look and a flexible and collaborative organisation has allowed them to
scale rapidly. In five years it has gone from operating in Chile, Colombia and Argentina, to be
present in 11 countries in Latin America.
Cities CAN B is a unique global movement of cities working to be increasingly more
prosperous, sustainable, inclusive and resilient, facing the global challenges embodied in the
Sustainable Development Goals, but acting locally, responding to the most relevant issues of
each city.6
Under the responsibility of the Commission’s authorising officer responsible, the recourse to
an award of a grant without a call for proposals is justified because Sistema B, with the Cities
Can B network, enjoys a unique position, a factual monopoly situation, is specialised in and has
proven experience, technical competence and capacity to successfully implement local SDG-
based initiatives in various cities. Last but not least, the very nature of this part of the action is
to support Asuncion in becoming a member of the Cities CAN B movement and network.

5.4 Scope of geographical eligibility for procurement and grants

The geographical eligibility in terms of place of establishment for participating in procurement
and grant award procedures and in terms of origin of supplies purchased as established in the
basic act and set out in the relevant contractual documents shall apply.
The Commission’s authorising officer responsible may extend the geographical eligibility in
accordance with Article 89(2)(f)(ii) and 89(3) of Council Decision 2013/755/EU on the basis
of urgency or of unavailability of products and services in the markets of the countries
concerned, or in other duly substantiated cases where the eligibility rules would make the
realisation of this action impossible or exceedingly difficult.

5
https://sistemab.org/
6
http://www.citiescanb.org/#what-is-cities-can-b

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5.5 Indicative budget
EU contribution Indicative third-
(amount in EUR) party contribution
5.3.1 Indirect management with a Member 3 040 000 N.A.
State Organisation or an International
Organisation
Specific Objective 1 and 2 2 800 000
Specific Objective 3 375 000
Evaluation – Audit/Expenditure verification
To be financed under
another decision
Contingencies 165 000
Totals 3 340 000 0

5.6 Organisational set-up and responsibilities

The entity selected under 5.3.1 shall be directly responsible for implementing SO 1 and SO 2
and the respective results.
For the implementation of SO3 and the respective results the entity selected under 5.3.1 shall
be responsible for sub-contracting Sistema B for the implementation of the Cities CAN B
initiative in Asunción and local youth actions for citizen mobilisation for SDG implementation.
For the purpose of SDG policy dialogue and programme steering and coordination it shall
contract one full-time expert (and possible support staff) to be selected with the agreement of
the EU Delegation and based in Asuncion.
In coordination and consultation with national counterparts and the EU Delegation, the expert
shall draw up work-plans with an indicative duration of 6-12 months. These work plans shall
be submitted to the Delegation for approval and be updated regularly. The selected entity will
implement the work plans, providing specific technical assistances and other as required.
National counterpart, i.e. SDG coordination mechanism, EU Delegation, implementing partner,
and possibly Cities Can B, shall have monthly coordination meetings to review activities and
planning.

5.7 Performance and Results monitoring and reporting

The day-to-day technical and financial monitoring of the implementation of this action will be
a continuous process, and part of the implementing partner’s responsibilities. To this aim, the
implementing partner shall establish a permanent internal, technical and financial monitoring
system for the action and elaborate regular progress reports (not less than annual) and final
reports. Every report shall provide an accurate account of implementation of the action,
difficulties encountered, changes introduced, as well as the degree of achievement of its results

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(outputs and direct outcomes) as measured by corresponding indicators, using as reference the
logframe matrix.
SDG indicators will be taken into account.
Reports shall be laid out in such a way as to allow monitoring of the means envisaged and
employed and of the budget details for the action. The final report, narrative and financial, will
cover the entire period of the action implementation.
The action foresees strengthening the country's statistical and SDG monitoring system and
capacities as one of its objectives. Progress in reaching these objectives will be crucial to allow
wider-reaching future monitoring of SDG implementation. The programme will namely support
the construction of new indicators and updating of existing indicators, based on a National
Statistics Plan. In this respect, it will support disaggregation of data, at least by sex and age as
possible, but even further if appropriate, distinguishing also by urban/rural/indigenous
populations, disability, etc. The so gathered data shall allow highlighting and combatting of
inequalities. Access to data will be promoted to provide both information to the public,
including for transparency and accountability reasons.
The Commission may undertake additional project monitoring visits both through its own staff
and through independent consultants recruited directly by the Commission for independent
monitoring reviews (or recruited by the responsible agent contracted by the Commission for
implementing such reviews).

5.8 Evaluation
Having regard to the nature of the action, evaluations will not be carried out for this action or
its components.
The Commission may, however, during implementation, decide to undertake such an evaluation
for duly justified reasons either on its own decision or on the initiative of the partner.
The evaluation reports shall be shared with the partner country and other key stakeholders. The
implementing partner and the Commission shall analyse the conclusions and recommendations
of the evaluations and, where appropriate, in agreement with the partner country, jointly decide
on the follow-up actions to be taken and any adjustments necessary, including, if indicated, the
reorientation of the project.
The financing of the evaluation shall be covered by another measure constituting a financing
decision.

5.9 Audit
Without prejudice to the obligations applicable to contracts concluded for the implementation
of this action, the Commission may, on the basis of a risk assessment, contract independent
audits or expenditure verification assignments for one or several contracts or agreements.
The financing of the audit shall be covered by another measure constituting a financing
decision.

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5.10 Communication and visibility
Communication and visibility of the EU is a legal obligation for all external actions funded by
the EU.
This action shall contain communication and visibility measures, which shall be based on a
specific Communication and Visibility Plan of the Action, to be elaborated at the start of
implementation and updated regularly. Communication being a key part of the action, close
cooperation with the EU Delegation and authorities is particularly important.
In terms of legal obligations on communication and visibility, the measures shall be
implemented by the Commission, the partner country, contractors, grant beneficiaries and/or
entrusted entities. Appropriate contractual obligations shall be included in, respectively, the
financing agreement, procurement and grant contracts, and delegation agreements.
The Communication and Visibility Requirements for European Union External Action (or any
succeeding document) shall be used to establish the Communication and Visibility Plan of the
Action and the appropriate contractual obligations.
Costs engendered by communication and visibility activities will be covered by the contract for
‘Design and implementation of a communication and visibility strategy and communication
plan for EU cooperation in Paraguay’, financed under Support Measures.

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APPENDIX - INDICATIVE LOGFRAME MATRIX (FOR PROJECT MODALITY)

Results chain: Indicators Sources of data Assumptions

Main expected results (maximum 10)
The overall objective of this action is to
contribute to the sustainable development of
Paraguay by promoting and accelerating the
implementation of the 2030 Agenda for
Impact
Sustainable Development in Paraguay.
(Overall
Objective)
(at least one indicator per expected result)
1) Paraguay SDG index score (2018: 67.5) 1) www.sdgindex.org/
2) Proportion of population below the international
2) World Banka data
poverty line disaggregated by sex, age, urban/rural
(** EU RF 1.1)
Not applicable
3) WB, UNICEF data
3) Literacy rate of 15-24-year-olds disaggregated
by sex, age, urban/rural (** EU RF 1.7)

4) UIS Gender parity index 4) UNESCO UIS data7

1. Paraguay has an efficient governance and 1.1 Status of the SDG coordination mechanism. 1) Presidential Decree.
information/statistics system for the 1.2 Status of mechanism regarding inclusion of
implementation of the 2030 Agenda. rollout of SDGs and monitoring at local authority 2) Organigram.
Government
level.
sustains SDG
1.3 Status of prioritisation of SDG at country level. 3) National Statistics
coordination
1.4 Number of SDG indicators nationalised and Plan and
mechanism and
included in the National Statistics Plan.
establishes
https://ods.dgeec.gov.p
oversight over
2. Improved public policies for implementation y/
SGD inclusion/
of the 2030 Agenda, in particular SDG 5 (gender 2.1 Number of SDG 13 and 15 indicators
Outcome(s) implementation.
equality) and SDG 13 and 15 (environment). nationalised.
(Specific
Objective(s))
3. Improved participation of society in SDG
implementation. 3.1 Number of individual initiatives delivered under 3.1/3 System B and
Cities CAN B, by the stakeholders and activity reports.
Private sector,
beneficiaries, authorities, enterprises and citizens
academia, CSO
involved.
and citizens can
3.2 Number of companies reporting their B Impact
be mobilised for
Assessment.
SDG.
3.3 Number of individual activities delivered by
youth sector beneficiaries.

7
http://uis.unesco.org/en/news/international-womens-day-explore-latest-uis-data-eatlas-gender-inequality-education

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 R1.1. The SDG coordination mechanism, is 1.1.1 Status of the draft proposal for Decree for Presidential Decree. SGD analysis,
redesigned (new organigram and legal basis) revised SDG coordination mechanism, with its planning and
and capacities of its staff are strengthened organisational chart. monitoring in the
polices is
1.1.2 Number of public officials trained. Progress report. budgeted.
Officials use
training toolkits
for dissemination
/ training
R1.2. Performed gap analysis for reaching SDG, 1.2.1. Status of prioritisation of SDG at country Progress report.
at country level. level.

R1.3. Supported the elaboration of an inventory 1.3.1. Inventory of public policy aligned to the Progress report.
of public policy aligned to SDGs (policies, SDGs.
strategies, programmes, plans and projects).

R1.4. Designed mechanisms to rollout SDG 1.4.1. Number of districts implementing the 2030 Progress report.
implementation and monitoring at local Agenda at local level (localising SDG).
Outputs authority level (localising SDG), including
demonstrative/pilot actions in selected local
authorities, to be defined with the SDG
coordination mechanism.

R.1.5. Improved SDGs administrative records 1.5.1 Number of additional SDG indicators for DGEEC report.
by supporting the construction of new indicators which methodology/road-map for nationalisation is The NSS has
and updating of existing indicators to report on accomplished. sufficient budget
SDG implementation and providing capacity and human
building of officials of the public authority 1.5.2. Number or percentage of administrative resources to carry
responsible for statistics. records improved. out the tasks.

R 1.6. Supported the preparation and 1.6.1. Status of the Draft National Statistics Plan. Progress report.
implementation of a National Statistics Plan.

R 2.1. Supported the Ministry of Women 2.1.1. Number or percentage of public policies
Affaires (MinMujer) to define/adjust public aligned to SDG targets.
policies, strategies and plans to SDG targets.
2.1.2. Number of public officials trained.

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R 2.2. Strengthened data collection and 2.2.1. Number of administrative registers Progress report. The government
monitoring of SDG 5. accomplished for SDG 5 reporting with the support follows-up on the
of the action. integration of
SDG 5.
R 2.3. Supported the implementation of priority 2.2.1. Number of indicators added to the National Progress report.
activities for acceleration SDG 5 as part of the Equality Plan IV with programme support.
National Equality Plan IV related to the GAP II,
to be defined with the Ministry of Women 2.2.2. Number of concrete actions under Plan IV IV Equality Plan
Affairs (MinMujer). implemented with programme support. implementation report.

R 2.4. Supported the Ministry of Environment 2.4.1. Number or percentage of public policies
(MADES) to define/adjust public policies, aligned to SDG targets.
strategies and plans to SDGs targets.
2.4.2. Number of public officials trained.
R 2.5. Strengthened data collection and 2.5.1. Number of administrative registers Progress report. Environment and
monitoring of SDG 13 and 15 indicators and accomplished for SDG 13 and 15 reporting with the CC can become
include them in the Environment Information support of the action. greater priority.
System SIAM (Sistema de Información
Ambiental) and build technical capacities of its Progress report. Donors support
staff on data interpretation.
MADES to
follow-up on
SDG.
R 2.6. Supported the Ministry of Environment 2.6.1. Number of initiatives/actions implemented in Progress report.
(MADES) to facilitate the coordination with partnership.
stakeholders, including private sector, CSO and
local authorities as a priority action to accelerate
of implementation of SDG 13 and 15.

R 3.1. Supported partnerships involving public, 3.1.1. City of Asunción has joined Cities CAN B Signed agreement.
private, academia sector and civil society actors network.
for collaborative action for sustainable 3.1.2. Number of people participating in ‘Massive The social groups
development, through the implementation of Initiatives of Collective Impact’ implemented by Progress report. are available and
‘Cities CAN B’ Initiative in Asunción, in Sistema B. have enough
cooperation with the Municipality of Asunción. 3.1.3. Number of young ‘B Entrepreneurs’ trained Progress report. capacity to
to become social innovators. integrate into the
3.1.4. Number of companies trained to report their Progress report. SGD process.
B Impact Assessment.

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R 3.2. Supported youth mobilisation for SDG 3.2.1. Number of activities delivered by youth Progress report.
implementation. sector beneficiaries.

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