Graduate School of International Cooperation Studies (GSICS), Kobe University
From October 6, 2024, to April 1, 2025, I had the opportunity to participate in a traineeship program at the Section of Health and Education, UNESCO Headquarters. Throughout the six months, I was involved in a diverse range of tasks, including: (1) supporting Monitoring and Evaluation (M&E) in preparation for the 2024 reporting, (2) contributing to initiatives that integrate health and well-being into Education Sector Planning (ESP), and (3) conducting research and analysis related to data utilization.
The task I was most heavily involved in was the preparation of the 2024 reporting against the Result Assessment Framework (RAF) 2023–2025. The RAF consists of 15 indicators, and I was responsible for compiling both the figures and explanatory narratives for each indicator by early March. I began by working on the indicators that required more time to process. For example, in collecting the number of teachers who received training, I coordinated with health advisors in regional offices to gather the data. Based on this and additional data—such as teacher attrition rates, the number of subjects taught, and student–teacher ratios— I estimated the number of students taught by trained teachers and disaggregated the figures by gender and region.
In addition, using the four stages defined in the RAF- Diagnosis, Development, Adoption, and Implementation – I also summarized the activities conducted in 2024 for each country for relevant indicators. This process required not only accurate data but also qualitative explanations, including the type of support provided and the number of participants involved. When email communication wasn’t sufficient to clarify input definitions, I proactively scheduled online meetings with colleagues to discuss the indicators in detail. Encouraged by my supervisor, who advised me to freely reach out to any team member when necessary, I was able to take initiative and contribute high-quality outputs.
I also supported a multi-agency initiative led by the Inter-Agency Group (IAG), aimed at integrating health and well-being into ESPs. This project involved the development of briefing notes and handbooks, pilot workshops in Malawi and the Maldives, finalization of the handbook, and the design of a training program in collaboration with IIEP. My main contribution was developing country-specific factsheets that visualized key education and health indicators using internationally recognized surveys: the Multiple Indicator Cluster Survey (MICS), Demographic and Health Survey (DHS), Global School-based Student Health Survey (GSHS), and the Global School Health Policies and Practices Survey (G-SHPPS). Although I could not attend the pilot workshops in person, I was delighted to hear that the factsheets I developed were effectively used during group discussions.
Furthermore, I conducted a global mapping of approximately 130 countries to assess the availability and duration of their ESPs, along with their participation in the Global Partnership for Education (GPE). This mapping helped identify countries in transitional planning phases and offered insights into potential support needs. Toward the end of my internship, I participated in the Learning Design Workshop hosted by UNESCO-IIEP to contribute to discussions on training material development and implementation. My unit also co-organized a side event during the Nutrition for Growth (N4G) Summit, providing an opportunity to share our team’s work with external stakeholders.
Lastly, in the area of data utilization, I supported the early planning stages of analytical work using the GSHS and G-SHPPS data. My tasks included conducting a literature review and assisting in the identification of potential research questions. This work aligned closely with my academic interests in the intersection of education and health, making the experience especially meaningful. I also took part in other tasks such as curriculum mapping, drafting seminar summaries, and mapping working groups—juggling multiple tasks while managing shifting priorities and timelines.
It was a great honor to be entrusted with key responsibilities such as preparing the annual report and supporting global workshops. I constantly aimed to deliver results maintaining a balance between quality and timeliness. Through this experience, I learned that every figure in an M&E report reflects a complex process involving local efforts, and it is essential to ensure data validity and clarity. I developed practical skills in initiative-taking, communication, multitasking, and meeting deadlines—all of which made this traineeship an incredibly enriching experience.
I would like to express my heartfelt gratitude to Mr. Abduvahobov Parviz, who guided and supervised me over the past six months; to my colleague Ms. Leonie Werner, who supported me from daily life in Paris to the work-related matters; to Mr. Ibraheem Ayodeji, with whom I worked most closely; and to everyone in the Health Education Section, including our Unit leader Dr. Hospital Xavier and Section Chief Dr. Libing Wang. I also deeply appreciate the guidance I received at the Ogawa Seminar and from Professor Ogawa, whose training enabled me to engage in this meaningful work. I will continue striving to become a professional who contributes to the field of international education development.
Authored by Kohei Uno (Doctoral Student)
