Two drivers are currently dominating internal discussions at IIEP and the Institute’s consultations with its external partners: (1) the post-2015 international development and education agenda, and (2) the preparations for the formulation of IIEP’s next Medium-Term Strategy for the period 2014–2021. IIEP is an active and well-known development actor especially in the domain of capacity development for educational planning and management, and it intends to maintain this position in the future. The following pages attempt a brief summary of our reflections to date related to the above two drivers. Our objective in putting forward these preliminary outlines is to provide an additional means of engaging our stakeholders, partners, and friends in the consultation process to define our future priorities, strategies, and programmes. This sharing is but one step in a long participatory process which will culminate in the approval of our Institute’s next Medium-Term Strategy by IIEP’s Governing Board in December 2013.

Among the many and varied challenges which the international community will need to address in the coming years, the following three feature prominently in IIEP’s reflections: (1) overcoming conflicts and building peace in the minds of men and women; (2) reducing poverty and achieving sustainable development; and (3) fighting marginalization and exclusion, and realizing inclusion, participation, and equity.

While IIEP will of course maintain its work in those core domains within its mandate, a number of broad topics which need renewed or further commitment and investment in the coming period have been emerging in our reflections. These include:

  1. Quality of education and learning outcomes;
  2. Engaging youth in planning for sustainable development and social transformation;
  3. Gender equality in learning and in leadership;
  4. Crisis-sensitive planning.

Other topics have emerged in our discussions, but are not elaborated in what follows, such as ethics, corruption, and good governance; impact of technology on learning and on educational planning; and the role of non-state actors in education planning and management and provision of educational services. To maximize its impact, IIEP, like all institutions, must prioritize and focus its actions, and not spread itself too thin. In this regard, the Institute is hopeful that its continuing internal discussions and external consultations will further fine-tune this prioritization and assist in formulating strategies and programmes in line with the agreed priorities.