Leave No One Behind Fund
2022 Narrative Reporti

14 March 2023

ii

Contents
1.

Introduction .................................................................................................................................1

2.

Update from the 2020-2021 Reporting Cycles..............................................................................1

3.

Status of Projects Receiving an Allocation from 1 January 2022 – 31 December 2022 .................4
3.1 Highlights by Strategic Objective ............................................................................................... 5
3.2 Implementing Partners .............................................................................................................. 6

4.

Independent Evaluation ...............................................................................................................6

5.

Visibility and Transparency ..........................................................................................................7

6.

Efforts to Mobilize Additional Donor Support ................................................................................7

Annexes..............................................................................................................................................7

Tables:Table 1: Update on projects/activities recorded in progress as of 31 December 2021 .......................... 1
Table 2: List of projects/activities and allocations made in 2022 by donor source and report status ...... 4
Table 3: Grants to implementing partners ............................................................................................ 6

Figures:Figure 1: Budget allocated by strategic objective
Figure 2: Budget allocated by region
Figure 3: Beneficiaries by strategic objective
Figure 4: Beneficiaries by region
Figure 5: Certificates by strategic objective
Figure 6: Certificates by region
Figure 7: Women beneficiaries by strategic objective
Figure 8: Women beneficiaries by region
Figure 9: Budget allocated by strategic objective
Figure 10: Budget allocated by region
Figure 11: Beneficiaries by strategic objective
Figure 12: Beneficiaries by regioniii

1. Introduction
This narrative report of the Leave No One Behind Fund (LNOB Fund)1 covers the period from 1 January2022 to 31 December 2022. The report includes an update on incomplete project allocations from the2020 and 2021 reporting cycles (Section 2) and on the allocations awarded in 2022 (Section 3). This is
the Fund’s third full narrative report covering allocations from all donors. Figures provided in this reportare based on the individual narrative reports contained in annexes 2 and 3. This narrative reportcomplements a financial report for the same period which has been submitted under separate cover.

2. Update from the 2020-2021 Reporting Cycles
At the end of the 2021 cycle, eight LNOB Fund-supported projects were still in progress, as summarizedin Table 1 below. During 2022, the implementation of five of these remaining projects was completed, andas at 31 December 2022, one project was still in progress. Reasons for delay in implementation of theongoing project in 2022 relate to the continuing impact of the COVID-19 pandemic on the implementation
country, which was still the health-related priority in 2022. Status reports for two projects, both contributing
to Strategic Objective 5, were not submitted.
Table 1: Update on projects/activities recorded in progress as of 31 December 2021
Strategic
objective(SO)

Title of project/activity

SourceAllocation
(USD)

SO3:
Planet

How to be e-Waste Literate: A Citizen’s
Sida
Approach to Solving the e-Waste
Course*Leading Inclusive 4IR: Empowering
Sida
Women in Afghanistan for the Future ofWork through Digital Reskilling*,**
BUILD BACK BETTER - Sustainable
Sida
and resilient post-COVID recovery in
Latin America: Enhancing Trade andImproving Safety by Strengthening
Chemicals and Trade links and bringing
countries closer to OECD Standards*
Division for Prosperity lead**
Introduction to Geospatial Information
Qatar*
Technology for Evidence Based
Decision-Making (Kenya) (2019allocation)
E-learning course on the use of
Qatar
Geospatial Information technologies forhumanitarian assistance
Vector-borne disease risk mappingSida
dashboard** (SO2, SO5)
Ethiopia – Safer Chemicals
Sida
Management and Gender
Mainstreaming (SO2, SO3)***
Strengthening SDG Competencies inSida
the Digital Age***Allocation made in 2020**Cross Divisional/Programme Unit project/activity***Allocation made in 2021

SO4:Prosperity

SO5:
Crossfertilization

Multiplestrategic
objectives

Notes andlegend1

2021
report2022 update

75,000Progress

Final

70,000Progress

Final

100,000

Progress

Final

26,585Progress

No report
submitted

55,000Progress

No report
submitted

60,000Progress

Progress

70,000Progress

Final

120,000

Progress

Final

On 4 November 2022, the UNITAR Board of Trustees rechristened the instrument to better reflect the principles
enshrined in the 2030 Agenda for Sustainable Development and the emphasis placed on meeting needs ofbeneficiaries and countries in special situations. The UNITAR strategic framework and programme of work is closelyaligned with the peace, people, planet and prosperity pillars of the 2030 Agenda.

1

The allocations in Table 1 supported projects aligned with four of the five objectives of the strategic
framework. None of the past projects contributed to SO1, Peace. As shown in Figure 1, the largest
proportion of funds was allocated to projects with links to multiple strategic objectives (SO), followed by
SO4. Taken together, projects funded covered 13 of the 17 Sustainable Development Goals (SDGs 1, 2,
7, 10, not covered). 2 The largest proportion of allocations was made to projects delivered in multiple
regions or globally, followed by those for delivery in Latin America and the Caribbean, as shown in Figure
2.
Allocations supported projects related to training (with 2,324 individuals benefitting from training eventsfrom the above-mentioned allocations) 3 and non-training outputs. Allocations supporting non trainingrelated outputs include the development of learning platforms, tools and products, and support to policy
design and implementation. Examples include the gender roadmap in artisanal mining (Safer Chemicals
Management and Gender Main-streaming project in Ethiopia), the early warning dashboard of vectorborne disease outbreaks (Vector-borne Disease Risk Mapping Dashboard-Fiji) and the self-assessment
tools for effective guided online learning to strengthen SDG competencies (Strengthening SDGs
Competencies in the Digital Age). Figures 3 and 4 show the breakdown of training-related outputs per
strategic objective and geographic region.4
From the 2021 ongoing projects, the Leading Inclusive 4IR: Empowering Women in Afghanistan for the
Future of Work through Digital Reskilling targets women as their direct beneficiaries. The objective of the
project was to empower and create opportunities for Afghan women, particularly those from the provinces,through building their capacity around digital skills, specifically on building digital products using coding(such as apps) whilst understanding the fundamentals of artificial intelligence and cyber security to protect
their digital products. Over 1,000 women were trained, from which 562 obtained a UNITAR certificate.
The individual project reports (final or progress) are compiled in Annex 2 by strategic objective and provide
further description on outputs or other results.

Figure 1: Budget allocated by strategic objective

Figure 2: Budget allocated by region

USD
75,000USD
250,000

USD
250,000

USD
96,585USD
170,000

SO1

SO2

SO3

USD
60,000USD
100,000

AfricaUSD
Asia and the Pacific
70,000Latin America and the Caribbean
Middle East
Multiple regions/Global

USD81,585
SO4 SO5 Multiple

2 See Annex 1 for a complete list of SDGs.
3 The number of beneficiaries for the training-related projects under SO5 are unknown and, therefore, not included.

The project under SO3 “How to be e-waste literate: A citizen’s approach to solving the e-waste course” is a live, selfpaced, free, ongoing e-course. Beneficiaries from this project will continue to grow over time as a result of the targeted
promotion by UNITAR Green Development and Climate Change Programme Unit and the Sustainable Cycles
Programme Unit. The statistics for this report were retrieved on 28 October 2022, but actual numbers may differ as
more participants enrol in the programme. Finally, implementation of the capacity-building component of the project“Vector-borne disease risk mapping dashboard” will be delivered by the new CIFAL-Fiji, to be inaugurated in 2023.
4 Footnote 3 applies from Figures 3 to 8.

2

Figure 3: Beneficiaries by strategic objective

Figure 4: Beneficiaries by region

652
579

579
AfricaAsia and the Pacific

Latin America and the
Caribbean
Middle East

1745

SO1

SO2

SO3

SO4

SO5

1093

Multiple regions/Global

Multiple

Figure 5: Certificates by strategic objective

Figure 6 : Certificates by region

178

178
AfricaAsia and the Pacific

Latin America and the
Caribbean
Middle East

562
SO1

SO2

SO3

SO4

SO5

562

Multiple regions/Global

Multiple

Figure 7: Women beneficiaries by strategic
objective

Figure 8: Women beneficiaries by region

262

262

373

AfricaAsia and the Pacific

SO1

1466

Latin America and the
Caribbean
Middle East

SO2

Multiple regions/Global

SO3

SO4

SO5

Multiple

31093

3. Status of projects receiving LNOB Fund allocations from 1
January 2022 to 31 December 2022
During the 2022 reporting cycle, LNOB Fund allocations were awarded to support four projects, with a
total of $1,132,035 allocated. As shown in Table 2, two projects contributed to Strategic Objective 5 andtwo projects contributed to multiple Strategic Objectives. The two projects in progress have a scheduled
finalization for June 2023. All four allocations in 2022 were from the Swedish International Development
Agency’s contribution to the Fund, with projects contributing to nine of the 17 SDGs. The reports are foundunder Annex 3.
Table 2: List of projects and allocations made in 2022 by donor and report status
Strategic
objective

Title of project/activity

SO5:
Crossfertilization

Market Monitoring and Forecasting of Essential
Medicines and Supplies: Improving Access to Affordable
and Quality-assured Essential Medicines and Supplies *UNITAR Collaboration and Innovation Programme
One UNITAR Gender - Global Learning Lab on Women's
Leadership – Empowering Women, Fighting Inequalities
Leveling the Playing Field* Cross Divisional/Programme Unit project/activity

Multiplestrategic
objectives
Notes andlegendSourceAllocation(USD)

ReportSida

411,929

Progress

Sida
Sida

57,306442,800

Final
ProgressSida

220,000

Final

The Executive Director’s decision in 2021 that allocations should be awarded to large, cross-divisional
and impactful projects, is reflected on three of the above allocations, two of them cross-divisional projects
and one with links to upon multiple strategic objectives. The Market Monitoring and Forecasting ofEssential Medicines and Supplies project, aligned to SO5, is implemented by three programme units: theUN Satellite Centre (UNOSAT), the Social Development Programme Unit and the Division on Noncommunicable Diseases (NCDs), Digital Health and Capacity Building.5 The One UNITAR Gender project
involves all UNITAR Divisions and is coordinated by the Office of the Executive Director (OED). Similarly,
the UNITAR Collaboration and Innovation Programme, implemented by the Office of the Executive
Director, involved UNITAR staff from all Divisions as beneficiaries of the project.
As shown in Figure 10, two projects target countries in Africa, namely The Gambia, Rwanda and South
Sudan, with Rwanda being a targeted country in both cases. While the One UNITAR Gender project will
deliver in-person tailored training only for two countries (Rwanda and South Sudan), its implementation
is based on current development work of an UNITAR-wide online Global Learning Lab platform to be usedby a global audience. The Leveling the Playing Field project is also implemented in multiple regions,targeting least developed countries (LDCs), small island developing States (SIDS), and landlocked
developing countries (LLDCs), collectively referred to the countries in special situations. The UNITAR
Collaboration and Innovation programme did not have external beneficiaries.
The three projects targeting external beneficiaries support training and broader capacity developmental
outcomes. The number of targeted beneficiaries from the One UNITAR Gender and Levelling the Playing
Field projects is illustrated in Figures 11 and 12. The training-related activities from the Market Monitoringand Forecasting of Essential Medicines and Supplies project have not yet taken place at the time of thisreporting exercise and the planned beneficiaries to be reached are expressed as a range between 80 and
160 (for which the numbers are not reflected in the report). The number of final beneficiaries for this projectwill be defined and disclosed in the subsequent reporting activities.

5 At the time of allocation, the Secretariat of The Defeat-NCD Partnership.

4

Figure 9: Budget allocated by strategic objective

Figure 10: Budget allocated by region

USD
220,000

USD
662,800
USD
469,235

USD
854,729
Africa

SO1

SO2

SO3

SO4

SO5

Multiple regions/Global

Multiple

Figure 11: Beneficiaries by strategic objective

Figure 12: Beneficiaries by region
50

1926

1876
AfricaMultiple

Multiple regions/Global

3.1 Highlights by Strategic Objective

SO5: Cross-fertilizing knowledge and expertise
Promote the indivisible and integrated nature of the2030 Agenda
Training delivered
Training undelivered
SDG links

1 event
Number of participants
2 events
Certificates
3 (targets 3.4 and 3.8)

95 (internal)
48 (internal)

One cross-divisional project received an allocation to support Strategic Objective 5. It aims to leveragedata collection, analysis, and market monitoring to support The Gambia and Rwanda in ensuring5continuous access to quality-assured, affordable essential medicines and supplies to combat noncommunicable diseases where required. While the project has training and other development outcomes,
at the end of 2022, the awareness and training components had not taken place yet. Delays in project
implementation were related to establishing a good pace of communication with governments and theacquisition of existing data and information on current data management practices.
The second project managed by OED and implemented internally also received allocation to support thisStrategic Objective. The UNITAR-internal Collaboration and Innovation Programme used an actionlearning methodology for problem-solving, development of prototypes and adapting solutions so they
could be proposed for implementation at UNITAR. It helped UNITAR personnel to build competencies
from the Inner Development Goals, including self-awareness, deep listening, ability to have challenging
conversations, building trusting relationships, collaboration, long-term orientation, and the skill to take aninnovation to action. As a result, UNITAR personnel declared having increased their leadership and risk
mitigation skills and increased innovation.

Projects Under Multiple Strategic Objectives

Training delivered
Training undelivered
SDG links

16
Number of participants
2 (one per pilot
Certificatescountry)
4, 5, 8, 13, 14, 15, 16, 17.

1,876
1,876

The One UNITAR Gender project, crosscutting all UNITAR Strategic Objectives, was allocated funding
for implementation between 12 July 2022 and 31 December 2023, although this was to be advanced toJune 2023. At the end of 2022, the project’s in-person training has not been delivered. The two trainings
are planned to be delivered between April and June 2023 after a local gender expert is recruited for
curriculum design and training in targeted countries.
The Leveling the Playing Field project delivered 16 training events in 2022, supporting diplomats from theLDCs, SIDS and LLDCs based in New York and beyond to develop the necessary knowledge and skills
to participate in the multilateral environment.

3.2 Implementing Partners
One small scale grant to an implementing partner (from a 2021 allocation) was still open in 2022. Table 3
presents the status of this grant, which was closed in October 2022.
Table 3: Grants to implementing partners
Strategic
ObjectiveYear

Project

Implementing
Partner

Grant award

Grant
status2021

Grant
status
2022

SO3

2021

Support for thedevelopment of a genderroadmap in the Artisanaland Small-scale Gold
Mining (ASGM) - ETHEFCCC

Environment,
Forest andClimate Change
Commission

261582 ETB(Approximately$5,100)Open

Closed

4. Independent Evaluation
In accordance with its Governing Principles, the Fund underwent an independent evaluation in 2021. The
evaluation report issued seven recommendations to inform the Fund’s continued implementation andfuture direction. The recommendations focused on stronger requirements to LNOB, adopting a blended
6

approach to funding smaller and larger initiatives, placing more emphasis on country-level partnerships,
requiring clearly defined results frameworks with specified Kirkpatrick Level 3 performance needs inproject design and in post-training, consideration of partial virtual training delivery or alternative delivery
mechanisms, documentation of impact stories and strengthening efforts to broaden the Fund’s donorbase. One year after the issuance of the evaluation, four of the seven recommendations have been
implemented, and the remaining three are under implementation.
Following the recommendations from the independent evaluation, allocations for 2023 are planned totarget LDCs and countries in distress with a focus on groups made vulnerable within those countries anda strict criterion to fund projects is cross-divisional collaboration. Similarly, all project proposals for the2023 allocation have a blended format, allowing participants to join the activities according to their needs
and resources. The details of the follow up actions are provided in Annex 4.

5. Visibility and Transparency
In 2020, UNITAR developed a dedicated page on its website to provide visibility to donor partners andtransparency on narrative and financial reporting. Narrative and financial reports, the report of the
independent evaluation, impact stories, and donors are showcased on this page.

6. Efforts to Mobilize Additional Donor Support
Success of the Fund is dependent on mobilizing additional support to enable UNITAR to scale its actions
to such a level to produce meaningful impacts and contribute to wider efforts of the United Nations in
supporting Member States in achieving the SDGs. In 2022, UNITAR continued to reach out to donors
through different channels, including the Board of Trustees and the 2022 Meeting of the UNITAR Groupof Friends. While the security and humanitarian situation with the war in Ukraine has impacted support to
the Fund and resulted in the deferment of a scheduled contribution, UNITAR is optimistic that it will beable to re-establish support from past donors and is hopeful that 2023 will result in broader support to theFund.

Annexes
Annex 1: List of SDGs
Annex 2: Summary Reports from 2019-2020 Allocations (Final and Progress)
Annex 3: Summary Reports from 2021 Allocations (Final and Progress)
Annex 4: Implementation of recommendations from the Independent Evaluation
Annex 5: List of Directors/Managers/Focal Points overseeing design and implementation offunded projects
Annex 6: 2022-2025 strategic framework

7

About the Leave No One Behind Fund (LNOB Fund)
Established by the UNITAR Board of Trustees in November 2019, the Leave No One Behind (initiallycalled the Strategic Framework Fund) is a flexible, pooled funding instrument intended to help UNITAR
deliver on its mandate and achieve the objectives of the strategic framework in accordance with theprinciples of leaving no one behind and reaching the furthest first of the 2030 Agenda for Sustainable
Development.
The LNOB Fund focuses on meeting learning and broader capacity development needs of individuals,organizations and institutions from the least developed countries, the landlocked developing countries,
the small island developing States, countries in Africa and countries in and emerging from conflict(collectively referred as the countries in special situations). The LNOB Fund also targets the needs ofgroups made vulnerable, including women and girls, children and persons with disabilities.
The 2019 and 2021 Reports of the Secretary-General on UNITAR (E/2019/81 and E/2021/49) andEconomic and Social Council resolutions E/RES/2019/13 and E/RES/2021/16 appeal to Member
States and other stakeholders to make voluntary contributions to the Fund. Efforts are underway topromote the Fund through various channels, including the Geneva-based Friends of UNITAR, withexpressions of interest received from different donors.
The administration of the LNOB Fund is led by the Office of the Executive Director. Decisions on
allocations are made by the Executive Director in accordance with the Fund’s Guiding Principles.
Project design, implementation and reporting are undertaken by Divisions and Programme Units.
Financial expenditure reports are prepared by the Finance and Budget Unit on a pooled basis and not
by individual donor contribution. Narrative reports are compiled by Division for Strategic Planning and
Performance (Planning, Performance Monitoring and Evaluation Unit) on the basis of Programme Unit
submissions. The LNOB Fund is subject to an independent evaluation every two years, with the firstexercise undertaken in October 2021.
UNITAR is grateful to its donors contributing to the LNOB Fund and the importance attached to flexible
funding in order to meet the needs of those furthest behind.
Present Donors

8Annex 1
List of SDGs

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

•
•

Goal 1. End poverty in all its forms everywhere
Goal 2. End hunger, achieve food security and improved nutrition and promote sustainableagriculture
Goal 3. Ensure healthy lives and promote well-being for all at all ages
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
Goal 5. Achieve gender equality and empower all women and girls
Goal 6. Ensure availability and sustainable management of water and sanitation for all
Goal 7. Ensure access to affordable, reliable, sustainable, and modern energy for all
Goal 8. Promote sustained, inclusive, and sustainable economic growth, full and productive
employment and decent work for all
Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization andfoster innovation
Goal 10. Reduce inequality within and among countries
Goal 11. Make cities and human settlements inclusive, safe, resilient, and sustainable
Goal 12. Ensure sustainable consumption and production patterns
Goal 13. Take urgent action to combat climate change and its impacts*
Goal 14. Conserve and sustainably use the oceans, seas, and marine resources forsustainable development
Goal 15. Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably
manage forests, combat desertification, and halt and reverse land degradation and halt
biodiversity loss
Goal 16. Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable, and inclusive institutions at all levels
Goal 17. Strengthen the means of implementation and revitalize the global partnership forsustainable development

Annex 2
Individual Project Narrative Reports from 2020-2021
allocations

Strategic Objective 3

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☒ Final

How to be E-Waste Literate: A citizen’s approach to solving the e-waste course
Green Development and Climate Change Programme Unit, Division for Planet
75,000 USD
SIDA 2020/2021

Project objective

The course is targeting primarily consumers. It aims to raise awareness on the negative
consequences of e-waste for the environment and human health, while arming participants with
the necessary knowledge and tools to minimize their individual contribution to e-waste
generation. Ultimately the course aims to create change agents able to take action and promote
the sustainable tackling of e-waste.
This is a live, self-paced, free, ongoing e-course. Beneficiaries will continue to grow over time
as a result of targeted promotion by UNITAR GCP & Sustainable Cycles programme units.
Planet: Support the conservation, restoration and safeguarding of our planet for present andfuture generations

Link to strategic
framework objective(s)5 October 2020 – 14 October 2022
Period covered:
5 October 2020 – 14 October 2022

Link to 2030 Agenda orother 2015 outcome

Capacity development on e-waste contributes to the achievement of the Sustainable
Development Goal (SDG) 12, to “ensure sustainable consumption and production patterns,”
and has linkages to most other SDGs (including 3, 4, 9, 13, 14, 15, 16).

Country and beneficiary
metrics

Targeted countries:

Global outreach

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Participants

Other metrics*As of 28 October. This is an
ongoing course, so beneficiaries
will continue to grow over time.

FemaleMale
Other
Not disclosed
Total

262
307
4
6
579

Disability #Other vulnerable #Completion #Certification #

10

178

Expected results: Consumers are the most neglected stakeholder group regarding information
and resources on e-waste, yet they most often do not understand or know what to do about
e-waste. This course aims to correct this gap and improve the understanding and abilities ofconsumers to take action to tackle e-waste. At the end of the course, learners will be able to:•
Explain, what electronic waste is, and what its impact on the environment andhuman health is.
•
Describe the role companies and consumers in reducing e-waste generation throughthe adoption of circular practices.
•
Identify ways to use consumer power to influence governments and brands toenable a wider participation of consumers in the circular economy, as well as thesustainability design and production of electronic products.
•
Involve families, communities, local government representatives to act andminimise e-waste
Link to UNITAR strategic objectives: Sustainable e-waste management will contribute to“halting natural resource depletion, reducing the impacts of hazardous chemicals on humanhealth and the environment and combating the adverse impacts of climate change” (UNITAR
Strategic Framework, p.9)

Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

The course should enable learners to adopt changes in behaviour in direction identifying ewaste collection and recycling facilities in their area, utilizing the value within old and/or
broken e-products at home (reuse, share, borrow, swap e-products, etc); organising joint
petitions to local governments demanding better e-waste management practices;
participating in repair cafes and other grass-root organisations making it possible to extend
the lifetime of favourite products.
Young adults and kids are an important learners group for the course - they are motivated,forward-looking, and important change agents in their family and communities, so thetraining can be designed in a way that appeals to both young adults and adults
E-waste often leads to contamination of soil and water and affect predominantly poor
communities. Poor, vulnerable people are more likely to be engaged in unsustainable
management / recycling of e-waste. Poor and vulnerable people are also more often engaged
in the unsustainable resource extraction practices to produce resources for new electronic
devices.
Increased awareness and improvement of e-waste management will have health, economicand environmental benefits for everyone, but especially so for poor and vulnerable people.
Delays due to COVID-19 inflicted delays in implementing the project, at several stages of thecourse assessment, design, and development.
Focal point in SCYCLE team was changed in January 2021 and had to be replaced.

List of sub-activities completed:
1. Complete stakeholder mappings
2. Complete learning needs assessment and background research
3. Develop course syllabus
4. Develop course materials
5. Implement course on e-learning platform
6. Develop communication materials
7. Conduct course promotion

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.
Intended impact
ImpactConsumers, especially youth, becomechange agents able to take action toachieve sustainable tackling of e-waste.

Outcomes & outputs
Outcome 1. E-learning course “How to be
E-Waste Literate” developed to raiseawareness on the negative consequencesof e-waste for the environment and humanhealth, while arming participants with thenecessary knowledge and tools to minimize
their individual contribution to e-waste
generation.
Output 1.1. Stakeholder mapping, including
private companies, consumer, or industry
groups, to provide input for the course andhelp course promotion.

Indicator(s)Performance (target)
A critical mass of citizens
is educated and takes
further action to
reduce/prevent e-waste.

Course available on UN:CC
eLearn platform

Mapping report

Input from stakeholders

Output 1.2. Course development andimplementation

Course materials, such as
syllabus, videos, lessons,activities and other.

Output 1.3. Course promotion andcommunication

Communication plan andmaterials

Performance (actual)
Some progress. This is a live,
self-paced, free, ongoing ecourse. Beneficiaries willcontinue to grow over time
as a result of targeted
promotion by UNITAR GCP &Sustainable Cycles
programme units.
Course «How to prevent ewaste » has been madeavaiable on the UN :CC eLearn
platfrom.

Outreach and buy-in frome-companies andstakeholder groups
achieved.
Information, case studies
and experts madeavailable to support thecourse development
Course syllabus finalized.
Interactive and userfriendly course materials
developed
Large-scale promotion bycompanies and otherstakeholders realized.

Mapping of key stakeholders
completed with support fromSCYCLE team.
Reports and other materials
provided by the SCYCLE teamfor GCP to use in the course
Development.
Course syllabus developed.

Large media campaign
around international e-waste
day conducted incollaboration with the WEEE

Reasons for Variance
Course has been launched on 14 October
2022, so there is not yet a critical mass oflearners registered and certified from thecourse.
Beneficieries will continue to grow over time
as a result of targeted promotion by UNITAR
GCP & Sustainable Cycles programme units.

Forum and ITU (potential
impressions of over 5 billion
people). Additional targeted
promotion planned tocompanies and relevant
stakeholder. Interest from
German schools to use thecourse for children
education.
Add rows as needed
Major activities
Complete stakeholder mapping
Complete learning needs assessment and background research
Develop course syllabus
Develop course materials
Implement course on e-learning platform
Develop communication materials
Conduct course promotion
Add rows as needed

Dates implemented
Completed
Completed
Completed
Completed
Completed
Completed
Completed

Scheduled to be
implemented
31 May 2021
31 July 2021
31 July 2021
31 June 2022
31 August 2022
01 October 2022
14 October 2022

Comments

Annex 2
Individual Project Narrative Reports from 2020-2021
allocations

Strategic Objective 4

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalProject objective

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

Country and beneficiary
metrics

Leading Inclusive 4IR: Empowering Women in Afghanistan for the Future of Workthrough Digital Reskilling
Hiroshima OfficePublic Finance and Trade Programme$70,000
SIDA 2020/21

September 2020 - June 2022
Period covered: September 2020 – June 2022

This targeted online programme was aimed at empowering and creating opportunities for
Afghan women, particularly those from the provinces, through building their capacity around
4th Industrial Revolution digital skills. They were trained on building digital products using
coding (such as apps) whilst understanding the fundamentals of artificial intelligence andcyber security to protect their digital products. Additionally, the participants were also trainedon addressing the identified needs around gender and the SDGs that can be used in
Afghanistan and globally.
SO4. Promote inclusive and sustainable economic growth(4.1 Help countries to achieve inclusive and sustainable economic growth).
SDG(s): 4, 5, 8
Target(s):Empowering and reskilling women to develop new 4th Industrial Revolution-focused ideas
and businesses is cross-cutting, with impacts on Goal 4 (Quality Education), Goal 5 (Gender
Equality), and Goal 8 (Decent Work and Economic Growth).

Targeted countries:
Afghanistan

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Describe project effecton direct beneficiary/
beneficiaries

Participants
FemaleMale
Other
Not disclosed
Total

1093

Other metrics
Disability #Other vulnerable#
Completion #Certification #562

On average, 95% of the participants agreed or strongly agreed that the information presented
in the course was new to them. Similarly, 96% indicated they are likely to use the skills
acquired. On average, 97% indicated that their knowledge on digital literacy had increased
and 95% said that their knowledge of application development had increased. On average,
94% indicated that their knowledge on cyber security and artificial intelligence had increased.
Significant impact was made in the fundamentals of programming and coding, which saw ahigh increase in level of skills and knowledge, from 43% to 92%. Knowledge on cybersecurity
and artificial intelligence also grew from 43% to 94%, while knowledge on application
development grew from 49% to 95%.
The total participants for the programme were 1,093 Afghan women who successfully joined
the programme, with 562 Afghan women participants gaining certificates at time ofcompletion, and 148 Afghan women participants participating in the hackathon. Participants
indicated in feedback forms their confidence in designing digital solutions while many also
indicated their desire to train their friends and family on the knowledge gained during the
programme. The hackathons motivated the participants further to continue working with
their peers after the end of the programme, with many finding like-minded partners in theirrespective cohorts. That 100% participants indicated they would recommend the course toDescribe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

people they know is deeply motivating to continue building similar programmes in the
country.
The project trained 1093 Afghan women, with 424 Afghan women participants gaining
certificates at time of completion, and 148 Afghan women participants participating in the
hackathon. There was particular focus on those located in the rural provinces, from various
sectors including public, private, and civil society, who had been affected by COVID-19 andwere committed to promoting gender equality and upskilling and reskilling themselves bylearning new 4th Industrial Revolution-related digital skillsets.
The programme overall was well received with the hackathons motivating the participants
further to continue working with their peers after the end of the programme, with many
finding like-minded people in their respective cohorts. That 100% participants indicated theywould recommend the course other women is indicative of the need for more programmes
focussing on capacity building of local Afghan women.
There were two main challenges faced during the programme, the medical crisis of the
COVID-19 outbreak and the political crisis with the change in national government, which led
the programme to be paused for a few months for the region to regain stability and be safe
for women to participate in training programme.
Participants faced multiple obstacles due to these two key challenges with the programmeneeding to extend the assignment submission deadlines, provide longer time for completionof the EdApp courses whilst also supporting them through emails for the challenges they
were facing. Many coaches and participants from the second cohort which was in
implementation stage when the political crisis took place, had to leave the country and wereunable to be contacted when we re-launched the second cohort in January 2022. The
programme had a group of identified coaches who were onboarded to help with all four
programme cohorts, but many had to leave for safety during the political crisis and we wereunable to successfully contact them once we resumed programme implementation in January2022.
Data connectivity was greatly impacted during the political crisis and remains to still be in adire state, leading to participants dropping off course mid-training. Overall, COVID-19 andpolitical crisis both created a vast communication challenge which we were able to resolve bylaunching programme application for a longer duration, use their contact information shared
during application submission to make direct calls to remind them about deadlines andassignment submission so they do not miss completing the programme though all details
were available on EdApp and sent to them weekly via email as well.

If progress report,
describe planned
activities to bringproject to closure
Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Attachments:••

Project Completion Narrative Report
Log frame / results framework

Project Completion Report
Project title: Leading Inclusive 4IR: Empowering Women in Afghanistan for the Future of Workthrough Digital Reskilling
Project period: From 1 November 2020 to 30 June 2022
Link to Agenda 2030: 4, 5, 8
Link to UNITAR PB:

SO4Expected outcome(s):•Empowered Afghan women develop 4IR digital solutions to address local needs throughsocial enterprises
Outputs:•••••

Activity 1: Three month online training and engagement, learning 4IR digital programming andcoding skills for 1,000 Afghan women
Activity 2: Three-month online training and coaching, around IT/Ops, Cybersecurity,
implementation, gender empowerment, social accountability and women’s leadership
Activity 3: Five online webinars with thematic and regional experts
Activity 4: Networking and coaching platform
Activity 5: Lessons Learned and Next Steps

Major activities:••••

Project Development and Implementation
Content Development
Beneficiary Selection, Training and Mentoring
Programme Evaluation

Partners supporting the programme:•

EdApp (online training infrastructure)

1. Objectives
This targeted online programme was aimed at empowering and creating opportunities for Afghan
women, particularly those from the provinces, through building their capacity around 4th Industrial
Revolution digital skills. They were trained on building digital products using coding (such as apps)
whilst understanding the fundamentals of artificial intelligence and cyber security to protect theirdigital products. Additionally, the participants were also trained on addressing the identified needsaround gender and the SDGs that can be used in Afghanistan and globally.
Combined with gender, social accountability and leadership-focused training and coaching, withhackathons at culmination of the cohorts, the Afghan female participants have been trained and havesuccessfully presented during hackathon, indicating that they now have the skills and confidence todevelop their ideas using the digital skills imparted during the programme and use them effectively
in their communities to empower others and address such key issues.

The supporting network including public, private and civil society organizations provided
contextualised coaching and mentoring, which helped in creating an on-going community andframework for engaging women in the future of work in Afghanistan.

2. Project Implementation – Challenges Faced and Overcome
There were two main challenges faced during the programme, the medical crisis of the COVID-19
outbreak and the political crisis with the change in national government, which led the programme
to be paused for a few months for the region to regain stability and be safe for women to participate
in training programme.
Participants faced multiple obstacles due to these two key challenges with the programme needing
to extend the assignment submission deadlines, provide longer time for completion of the EdApp
courses whilst also supporting them through emails for the challenges thy were facing. Many coaches
and participants from the second cohort which was in implementation stage when the political crisis
took place, had to leave the country and were unable to be contacted when we re-launched thesecond cohort in January 2022. The programme had a group of identified coaches who were
onboarded to help with all four programme cohorts, but many had to leave for safety during thepolitical crisis and we were unable to successfully contact them once we resumed programme
implementation in January 2022.
Data connectivity was greatly impacted during the political crisis and remains to still be in a dire state,leading to participants dropping off course mid-training. We were able to resolve this issue by
onboarding those participants who were unable to complete their existing cohort to the next
upcoming cohort with them starting the new cohort programme from the week they had to
discontinue from. Those participants who were able to successfully complete all online courses andsubmit their final assignment, were eligible for the hackathon.
The hackathon was created with the aim to provide participants an opportunity to put into practice
all the knowledge gained from the online programme while also gaining additional skills of teamwork
and presentation. The initial plan was to have a hackathon at the end of each cohort, which was
successful for the first cohort but after the political crisis, there were many who were unable to join
the second cohort, so we revised the plan and included hackathon at the end of the final cohort which
was eligible to all participants from the second, third, and fourth cohorts who had successfullycompleted the online courses on EdApp and submitted their final assignment which they had gained
passing credits in.
Overall, COVID-19 and political crisis both created a vast communication challenge which we wereable to resolve by launching programme application for a longer duration, use their contact
information shared during application submission to make direct calls to remind them about
deadlines and assignment submission so they do not miss completing the programme though alldetails were available on EdApp and sent to them weekly via email as well.
3. Results and Impact on Beneficiaries
The total participants for the programme were 1,093 Afghan women who successfully joined theprogramme, with 562 Afghan women participants gaining certificates at time of completion, and 148
Afghan women participants participating in the hackathon.

On average, 95% of the participants agreed or strongly agreed that the information presented in thecourse was new to them. Similarly, 96% indicated they are likely to use the skills acquired. On
average, 97% indicated that their knowledge on digital literacy had increased and 95% said that theirknowledge of application development had increased. On average, 94% indicated that theirknowledge on cyber security and artificial intelligence had increased.
The results show that 91% of the participants agreed with the statement on the effectiveness of thelessons on EdApp platform and usefulness of assessments and assignments, with 91% indicating thatthe integrated quizzes helped them understand the lessons. These results encourage us to continue
exploring a blended learning methodology with micro e-learning.
On the other hand, 82% of the respondents rated the effectiveness of course mentors in terms ofsummarizing discussions and presentations while 88% of participants indicated the effectiveness ofthe combination of self-learning with assessments and online discussions in terms of facilitatingknowledge-sharing, suggesting the need to further strengthen the discussion forum – such as byadding more structured questions and making it a part of participants’ weekly tasks to provide
comments, thereby facilitating peer interaction.
Significant progress was made in the fundamentals of programming and coding, , which saw a highincrease in level of skills and knowledge, from 43% to 92%. Knowledge on cybersecurity and artificial
intelligence also grew from 43% to 94%, while knowledge on application development grew from
49% to 95%. The fact that 100% participants indicated that they would recommend the course topeople they know is deeply motivating to continue building similar programmes in the country.
4. Lessons Learned & Next Steps

The programme showed that building women’s capacity and knowledge on 4IR by providing digitalupskilling/reskilling is of great relevance and UNITAR should continue working in this area. Many
participants put their knowledge to use in response to the COVID-19 outbreak, which is creating
major public health issues and raising the urgency for financial empowerment.
Interest in the course has grown exponentially. The programme’s appeal lies in the cross-cutting
nature between digital literacy, digital upskilling, and developing a sense of confidence in adapting
digital solutions to the problems participants face in their communities and region. Announcing the
programme through social media and by word of mouth led to UNITAR receiving more than 1,300
applications. Participants who joined the 2021-2022 cycle expressed interest in continuing the
programme and having more cohorts in the coming years. Expanding the course or creating newcontent will require us to explore new funding modalities or donor partnerships.
The diversity of partnerships and contributors significantly enriched the content of the course. We
included Afghanistan-focused content and had Afghan experts within Afghanistan and also fromaround the world alongside international experts share their knowledge in our webinars.
Artificial intelligence and app development are of great interest to the participants with the lessons
on artificial intelligence, especially the focus on rights and duties and relevant case studies, being wellreceived by the participants.
Technical and connectivity fragility, including the cost of internet, continues to be a challenge
where some participants were located.in rural provinces of Afghanistan. While EdApp as a mobilefirst platform with offline access was appreciated as a learning tool, UNITAR is inclined to further
develop easy and lower-bandwidth materials and tools.

The hackathon, which gave participants an opportunity to present to a panel and peers in real-time,
was well received. Many participants appreciated the opportunity to put into action what they hadlearned and use the shared group knowledge in designing solutions.
The participants’ robust participation and feedback to the programme overall is a strong indicator of
the participants’ desire to widen their understanding and spend more time learning new skills andknowledge, as they see it having a high influence in empowering their work and future endeavours.
Partnerships play an integral role in realizing this need for more programmes that can train higher
number of women and youth of Afghanistan. UNITAR’s Division for Prosperity is actively engaging
partners from across diverse sectors to create a sustainable financial support system that will allow
for more programmes like the one completed to impact more women and youth of Afghanistan.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.
Intended impact
ImpactEmpowered Afghan women are using
new 4IR skills to implement projects
addressing gender and SDGs
Outcomes & outputs
Outcome 1. Empowered Afghan womendevelop 4IR digital solutions to address
local needs including gender and SDGs
Output 1.1. Four-month online
programme focusing on relevant 4IR skills,
such as coding [Activity 1]
Output 1.2. Three-month online training
and coaching on cybersecurity, gender
empowerment and leadership [Activity 2]
Output 1.3. Five webinars with experts[Activity 3]

Output 1.4. Networking and mentoringwith experts [Activity 4]

Output 1.5. Lessons Learned andNext Steps [Activity 5]

Indicator(s)Performance (target)
500 Afghan women

Performance (actual)562

Reasons for VarianceObjectives achieved

Number of digital solutions
developed

250 digital solutions

414

Objectives achieved

Percentage of participants who
have indicated having achieved
the learning objectives mostly
or fully.
Percentage of participants who
have indicated having achieved
the learning objectives mostly
or fully.
Percentage of participants who
have indicated having achieved
the learning objectives mostly
or fully.
Percentage of participants who
have indicated having achieved
the learning objectives mostly
or fully.
Partnerships evaluated, lessons
learned and Next Steps
Evaluated

75%

81%

Objectives achieved

75%

81%

Objectives achieved

75%

85%

Objectives achieved

75%

93%

Objectives achieved

Number of participants who
are using their skills to
implement 4IR- based
projects

The programme showed that building
women’s capacity and knowledge on 4IR byproviding digital upskilling/reskilling is of great
relevance and UNITAR should continue
working in this area. Interest in the course hasgrown exponentially. The programme’s appeal
lies in the cross-cutting nature between digital

literacy, digital upskilling, and developing a
sense of confidence in adapting digitalsolutions to the problems participants face intheir communities and region.
Add rows as needed
Major activities

Dates implemented

SFF request submitted for approval

September 2020
October 2020

SFF approved, funding received
Project & Content Development
Project Implementation (Activities 1, 2, 3, 4, 5)

Review and Reporting
Fully implemented & reported, results expected, expenditures madeScheduled to be
implemented

November2020- March 2021
March 2021 – June 2022

November 2021
June 2022

Comments

Programme was paused due to political crisis
in August 2021 which was given an extension
till June 2022. Programme Implementation
was resumed from January 2022.

Strategic Framework Fund
Project Narrative Report Summary
Project title

Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalProject objective

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

BUILD BACK BETTER - Sustainable and resilient post-Covid recovery in Latin America:
Enhancing Trade and Improving Safety by Strengthening Chemicals and Trade links
and bringing countries closer to OECD Standards
Division for Prosperity and Planet / Public Finance and Trade + Chemicals and Waste
Management units$100,000
SIDA
In-kind support from OECD – time and expertise

1 January 2022 to 30 March 2022
Period covered: 1 January 2022 to 30 March 2022

The overall objective is to increase national and regional capacity to manage
Chemicals Management as per the OECD requirements, bringing countries closer to
the OECD standards and more in alignment across the region, as a facilitator of trade.
SO4. Promote inclusive and sustainable economic growth
SDG 3, 6, 8, 11, 12 and 17
Targeted countries:
LATAM, with a focus on
OECD accession
candidates- Argentina,
Brazil, Peru

Participants
Female373

Other metrics
Disability #

Male
274
Other vulnerable #OtherCompletion #Not disclosed
5
Certification #Attach list if more
Total
652
The current practices to manage Chemicals in countries poses a series of challenges.
Chemicals Management is conducted by different entities which creates difficulties incommunicating across agencies. The training will address both the safety andregulatory components of Chemicals as well as the trade, environmental, andeconomic dimensions. The trade dimension of sound chemicals management will help
countries to achieve inclusive and sustainable economic growth.
An initial report was developed to identify the current situation, trends, gaps andopportunities in the LATAM region in relation to chemicals and trade, with a focus on
industrial and consumer chemicals and PRTRs. The report was built on relevant
literature and interviews with government and industry representatives from Brazil,
Chile, Colombia, Costa Rica, Peru, as well as other stakeholders from the region.
Based on the findings of the research, OECD instruments and experience of the teammembers, the training modules and draft masterplans were designed.
Training took place during 4 sessions of three hours each, between February 15th and25th. 652 participants from 31 countries, mainly from LATAM region, attended thesessions and all materials were shared through a drive. In terms of sectorialdistribution of attendees, 55% were from industry, 20% from government, 15% fromconsulting firms, 6% from academia, 2% from NGOs and 2% from IGOs.
Training and masterplans are expected to encourage the target countries in the LAC
region to take decisive steps in a systematic manner to address SMCW, and be in aposition to join the OECD where this has been indicated as a priority. An interestingcoincidence, which will add impact to the project is that on 25 January 2022 the OECDinvited Argentina (95 participants), Brazil (76 participants) and Peru (16 participants)
to initiate the accession process1.
Chile and Costa Rica shared their experiences during the training as countries in theregion that are already part of the OECD, to foster south-south cooperation.
The initial report captured early action and good practices by governments, industry,
academia and civil society to implement sound management of chemicals/trade inchemicals in line with OECD principles and international chemicals and waste
agreements. The training and masterplans identified key determinants for theeffective integrated implementation of OECD principles and sound management ofchemicals/trade in chemicals in the context of national and sectoral development
planning (e.g. governance, economic drivers, integrated financing).
Training and masterplans facilitated policy benchmarking and the exchange of goodpractices between LAC countries.
A survey was conducted during the training that identified interest in andopportunities for capacity development, partnerships and further action. The creationof a working group at the regional level to work on PRTRs was one of the preferred
options.
As a result of the fruitful cooperation between the OECD and UNITAR, the twoorganisations have developed a programme; “the OECD-UNITAR capacity building
programme on alignment with OECD standards for chemicals management”. This willfurther support the achievement of UNITAR’s strategic objectives.

Describe project effecton direct beneficiary/
beneficiaries

The training will strengthen the beneficiaries’ capacity to address both the safety andregulatory components of chemicals as well as the trade, environmental, andeconomic dimensions.
Through these trainings and implementation tools, times and costs are expected to be
reduced, for governments and industry. The masterplans developed for industrial andconsumer chemicals management and PRTR will facilitate bringing the countries closer
to the OECD standards for those non-OECD members. Fostering regulatory
cooperation will prevent barriers to trade and create efficiencies for all stakeholders
involver. The use of masterplans to design national action plans would attract
potential donors.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation

1

No direct effects, as the project focused on government and private sector entities.
Nonetheless, improved management of chemicals and access to information will havesignificant knock-on effects that bring positive outcomes to vulnerable groups.

The project initially anticipated proactive engagement from the Argentinean,Brazilian and Peruvian (to a lesser extent) Governments. However, this was nothttps://www.oecd.org/newsroom/oecd-takes-first-step-in-accession-discussions-with-argentina-brazilbulgaria-croatia-peru-and-romania.htm

challenges, including
COVID-19-related
challenges, andmitigation efforts

possible. To balance this, efforts were made to study the current situation andpriorities of multiple countries in the region (not just the three), and develop
masterplan templates and training modules that were applicable across the region.
The target countries still agreed with the identified priorities and have beenencouraged to fill out the masterplans, in order to aid their planning for accession.

If progress report,
describe planned
activities to bringproject to closure
Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.
Intended impact
Impact: Increased national and regional
capacity to manage chemicals as per theOECD requirements facilitates bringing
countries closer to the OECD standards in 3
LAC countries and fosters enhanced trading
practices

Outcomes & outputs
Outcome 1. Efficient information sharing
and coordination across sectors

Indicator(s)Master plans to bring countries
closer to the OECD standards
available

Performance (target)
Capacities built inparticipating non-OECD
countries

Training package delivered for
trade stakeholders

Dialogues initiated and a
training package tointroduce tradepractitioners to theimportance of soundchemicals management

Joint statements; record ofactivities in the website forum

Output 1.1. Training packages onlegislation, illegal trade of chemicals,
standards and industrial chemicals

Training packages

Outcome 2. Existing materials revised andupdatedPublication of resource
materials on the web

Output 2.1. Training webinars andworkshop report

Training report

National plan forindustrial chemical
management andbringing countries closer
to the OECD standards
coordinated among key
sectors
Upgrading presentationof training materials

Materials formatted andpresented using the most
up-to-date multimedia
technologies
Countries trained on
chemicals management
requirements and able toaccelerate bringing themcloser to the OECD
standards

Performance (actual)
Templates for master plans
and training packages
delivered to 652 participantsfrom 31 countries, among
them, participating non-OECD
countries.

Reasons for Variance
Masterplan templates are available tocountries, and requests have been made tocomplete them. However, the level ofengagement with the 3 target countries was
not as high as anticipated, so masterplan
documents may not be completed during the
project timeframe.

Training packages introduced
trade practitioners to theimportance of soundchemicals management
Masterplan templates forindustrial chemical
management and PRTRs witha view to covering key sectors
and stakeholders involved inchemical management.

No varianceTraining packages preparedand delivered to 652
participants from 31
countries
All materials presented were
uploaded to a Drive for theaccess of participants.

No varianceCountries trained on
chemicals management
requirements and able toaccelerate bringing themcloser to the OECD standards

No variance

No varianceOutcome 3. Sectors in countries trained on
chemicals management with a special focus
on industrial and consumer chemicals andable to prepare realistic master plans tobring countries closer to the OECD
standards

Updated master plan forbringing countries closer to theOECD standard

Adequate sectoral
understanding ofchemicals management
facilitates thedevelopment of masterplan to bring countries
closer to the OECD
standards
Realistic and updated
plans on bringing
countries closer to theOECD standards

Output 3.1. Updated master plans forbringing countries closer to the OECD
standards

Updated master plans forbringing countries closer to theOECD standards

Outcome 4. Good practices identified anddisseminatedReport on good practices
available

Good practices identified
and made available in the
UNITAR website on C&W
in the LAC region

Output 4.1. Updated master plans forbringing countries closer to the OECD
standards

Updated master plans forbringing countries closer to theOECD standards

Realistic and updated
plans on bringing
countries closer to theOECD standards

Outcome 5. Greater appreciation by tradepractitioners on the role of trade instrengthening management of chemicals
and in fostering economic growth andinnovation

Policy recommendations aredeveloped

Adequate sectoral
understanding of tradeand chemicals
management facilitates
sustainable economic
development

Adequate sectoral
understanding of chemicals
management facilitates thedevelopment of master plan
to bring countries closer to
the OECD standards
Masterplan templates areavailable
Realistic and updated planson bringing countries closer
to the OECD standards
Masterplan templates areavailable
Gaps and opportunities
document was produced. The
training also includes
suggestions, and the training
sessions had case studies
from Costa Rica and Chile.
Recordings and materials
were made available tostakeholders.
Realistic and updated
masterplan templates
bringing countries closer to
the OECD standards areavailable
A trade expert was engaged in
the project, to elaborate on
the main links between
chemicals and waste, trade,and OECD standards. Theseelements were included in all
the produced materials. In
addition, UNITAR colleagues
presented the project to a
WTO roundtable in the LatAm
region to increase links withthe trade sector.

No variance

No variance

No variance

No variance

No varianceOutput 5.1. Training package in enhancing
the role of trade in strengthening
management of chemicals and in fostering
economic growth and innovation

Delivered as an online course
to the beneficially countries

Online course content
developed

Major activities

Dates implemented

Development or update of training packages on legislation, standards,
industrial chemicals, and international and regional trade

Completed

Organization of national online training webinars and regional online
workshopCompleted

Add rows as needed

Trade-related elements
included in the developedmaterials. PRTRs, andindustrial and consumer
chemicals were also selected
for prioritization given thesignificant links to trade
Scheduled to be
implemented
Priority topics of industrial
and consumer chemicals, andPRTRs. These werecompleted in Feb 2022
National engagement fromselected countries was not asstrong as anticipated.
Regional workshops andefforts were planned instead,completed in March 2022

No variance

Comments
No variance

No varianceAnnex 2
Individual Project Narrative Reports from 2020-2021
allocations

Multiple Objectives

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ Final

Vector-borne disease risk mapping dashboard

Project objective
Link to strategic
framework objective(s)Create a dashboard for the early warning of vector-borne disease
outbreaks in Fiji.
SO2.1 Promote people’s well-being, including the protection andempowerment of groups that have been marginalized and are vulnerable
SO 5.1 Optimize the use of technologies, including geospatial technologies,
for evidence-based decision making

Link to 2030 Agenda orother 2015 outcome

SDG 3
Target 3.3, 3DCountry and beneficiary
metrics

Targeted countries:
Fiji

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

UNOSAT personnel in Fiji has contracted the Ministry of Health who has shown interest in
the project. Internal meetings between SDP and UNOSAT on technical solutions have been
held to evaluate the best technical solutions for the Dashboard. These are still being
finalized.
This supports the UNITAR strategic objectives through focus on technology and leaving no
one behind.

SDP / Division for People and Social Inclusion and UNOSAT$60,000
Sida

October 2020 – Apil 2021
Period covered: October 2020- February 2021

Attach list if more

Participants
FemaleMale
Other
Not disclosed
Total

Other metrics
Disability #Other vulnerable #Completion #Certification #This project will serve to provide training to local authorities and community health workers
in Fiji, through the creation of a new CIFAL affiliated training centre.

Describe project effecton direct beneficiary/
beneficiaries

At the moment the project is in the planning phase. The foreseen beneficiary effect will be
up to date information on vector borne diseases for informed decision making using thedeveloped dashboard solution.
The effect of the capacity-building component of the project will be to raise awareness on
combatting vector-borne diseases, thus reducing vulnerability and increasing peoples’ wellbeing.

Describe project effects
on groups madevulnerable e.g. women,

The project focuses on all these groups. The effect will be better targeted assistance,
including to villages in remote islands, due to timely information through local informationcollection centralized trough the dashboard app.

children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

The new CIFAL Fiji will be providing training on to local authorities and civil society
representatives, giving a special priority to women, disabled, and indigenous peoples.

If progress report,
describe planned
activities to bringproject to closure

Implementation of dashboard development.

For UNOSAT the main challenge has been interaction with the Ministry of Health due to theirpriority of the COVID-19 situations in country. The mitigation efforts will be to extend
project finalization until December 2021
Given the impact of the COVID pandemic, this project was postponed for two consecutive
years (2021-22) because the Ministry of Health of Fiji and the Municipality of Suva requested
UNITAR to implement it in 2023.

Implementation of capacity-building will be undertaken by the new CIFAL Fiji, that will becreated in 2023. Negotiations with local partner organizations are ongoing.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.
Intended impact
Impact<description>

Indicator(s)Performance (target)

Performance (actual)

Reasons for Variance

Dates implemented

Scheduled to be
implemented

Comments

Outcomes & outputs
Outcome 1. <description>
Output 1.1. <description>
Output 1.2. <description>
Output 1.3. <description>
Add rows as needed
Major activities

Add rows as neededStrategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ Final

Ethiopia – Safer Chemicals Management and Gender Mainstreaming
PLANET - CWM$70,000
SIDA

Project objective

The main objectives of the project are (i) to contribute to protecting human health and theenvironment from anthropogenic emissions and releases of mercury and mercury
compounds by accelerating the ratification of the Minamata Convention on Mercury in
Ethiopia; and (ii) to develop a gender road map in the ASGM sector for the implementationof the recommendations for risk mitigation and promotion of better living conditions throughthe strengthening of the gender dimension.
Strategic Objective 3.2: Strengthen the sound and sustainable management of chemicals andwaste
Strategic Objective 2.1 Promote people's well-being, including the protection andempowerment of groups that have been marginalized and are vulnerable
SDGs3, 6, 8, 11, 12

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics2021
Period covered: 1/1/2021 – 31/12/2022

Targeted countries:
Ethiopia

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives
Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including

Participants
FemaleMale
Other
Not disclosed
Total

NA
NA
NA
NA
NA

Other metrics
Disability #Other vulnerable #Completion #Certification #

NA
NA
NA
NA

Contracts were signed with the national government, a local NGO, and our international NGO
partner. While the national situation was difficult (elements of internal fighting), research
was conducted in the country, and desk-based research. In coordination with the two NGOs,
the gender roadmap in ASGM was developed, and this has been handed over top the
Ethiopian for adoption and planning next steps.

The project had two major components:
1) information and awareness of the Minamata Convention (n.b. Ethiopia is proceeding with
ratification on its own): Beneficiaries will be the whole population, through better managementof mercury at the national level.
2) development of a gender roadmap in artisanal mining: ultimate beneficiaries will begroups in vulnerable situations, notably women involved in mining/mining supply chains.
Artisanal and small-scale gold mining (ASGM) research had not been extensive in Ethiopia.
Moreover, understanding of the gender dynamics within the mining communities waslimited. While on-the-ground research was limited due to COVID-19 and the domestic
setting, further research was one. With the research and increased understanding of ASGM
issues, a gender roadmap was developed. This was a first in Ethiopia (and still innovative at
the global level).
The recent fighting in Ethiopia (https://news.un.org/en/story/2022/02/1111622) made onthe-ground research more complicated, as did COVID-19. However, efforts were made towork around this; some travel was possible, and alternative interview methods were used.

COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

See above

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results

Intended impact- Ratification of the Minamata Convention on
mercury, leading to implementationof the Convention’s provisions

Indicator(s)- Ratification of the
Minamata Convention on
mercury, leading to
implementationof the Convention’s
provisions

Performance target(s)- Gender considerations in ASGM aremainstreamed in Ethiopia- Gender considerations in
ASGM are mainstreamed in
Ethiopia

1 study and associatedRoadmap available in
Ethiopia

Performance actual
Convention not yet ratified

1 ratification of the
Minamata Convention

Reasons for Variance
Ethiopia has indicated their intention to ratify.
This has not been completed yet. We continue
to provide support, where requested.
However, it is a country responsibility with
only limited resources that UNITAR can offer.
This element of the project was removed fromthe SFF project

Study and roadmap finalised
The study and roadmap were finalised. Finalgovernment approval, and next steps is stillwith the Government.

Outcomes & outputs
Outcome 1.
Domestic Legislation is analysed and drafted to implement and Ratify the Minamata Convention
Output 1.1.
Legal text available and legislation to cover
the Minamata Convention on mercury

Legislation does not currently
cover
the
Minamata
Convention on mercury

1 legal text is developed
to ratify the Convention
and implement its
provisions domesticallyn/aOutcome 2.
Study undertaken to identify key Gender dynamics and issues in ASGM in Ethiopia (focusing on a sample mining area)
Output 2.1
Study finalised (findings
1 study on gender
Draft study to identify key gender dynamics
integrated into the ASGM
dynamics and issues inStudy finalised
and issues in ASGM
roadmap)
ASGM in Ethiopia
available
Outcome 3.
Roadmap developed that builds on the ASGM/gender study to propose key activities
Output 3.1
Roadmap available
1 roadmap available
Draft roadmap of activities to improve
Roadmap available
ASGM/Gender dynamics in Ethiopia
Major activities
Dates implemented
Scheduled to be implemented

See above

Comments

Process undertaken to develop a Ratification dossier – legislation for domestic
implementation of the Convention and the international ratification

A study undertaken to identify key Gender dynamics and issues in ASGM in
Ethiopia (focusing on a sample mining area)
Roadmap developed that builds on the ASGM/gender study to propose key
activities

n/a

Jan-Jun 2022
Mar -Sept 2022

Removed from the project

The Ethiopian Government has initiated thisprocess. UNITAR remains available to support
if requested. The principal activities were
therefore the gender study and roadmap
The study was completed and the findings
were incorporated into the report
The roadmap has been completed

Strategic Framework Fund
Narrative Report
Project title: Strengthening SDG competencies in the digital age
UNITAR Division/Programme Unit: Strategic Implementation of the 2030 Agenda Unit (SIA2030)
Allocation amount: $ 100’000.00 for SIA2030 + $ 20’000.00 for GCP
Funding source within SFF: Swedish International Development Agency
Other funding: ☒ Yes - Specify amount and source: __Synergy with Capacity for the 2030 Agenda 2.0
project for UNSDG:Learn___________________☐ No
Project implementation period: From September 2020 to November 2021
This report is: ☐ Progress☒ FinalProject objective

Learners around the world have access to self-assessment tools and to effective
guided online learning, including courses and micro-learning, and can strengthen boththeir specialized and cross-cutting SDG competencies.

Link to strategic
framework

SO.5. Promote the indivisible and integrated nature of the 2030 Agenda
SO.5.2. Support coherence and evidenced-based policies of the 2030 Agenda
SO3: Planet with a specific focus on SO3.1 on fostering a green, low carbon andclimate resilient transition
Directly aimed at supporting the cross-cutting implementation of the 2030 Agenda
and 17 SDGs.
SDG(s): SDG 4, SDG 17, SDG 12, SDG 13, ___________________________________
Target(s): _4.7, 17.14, 12.8, 13.1, 13.3, 13.b___________________________________
Global platforms targeting users from different parts of the world.

Link to 2030 Agenda orother 2015 outcome

Targeted country/
countries
Concise summary of
results achieved

For UNSDG:Learn
1.

2.
3.
4.
5.

6.
7.

Mental models for UNSDG:Learn have been developed based on qualitativeinterviews done with guidance from UNSDG:Learn Working Group on
Learning Pathways. The models are implemented online and include:
Business person, Citizen, Communicator, Community Builder, Data person,
Policy-Maker, Project Manager, Thinker.
Methodological guidance for tagging courses and assessments against crosscutting SDG competencies has been developed.
The integration of course recommendations and assessment results is
implemented on UNSDG:Learn.
Tagging courses and microlearning against competencies and mental models
implemented.
SDG Fitness Test developed using a scenario based approach testing 8 crosscutting competencies defined by UNESCO along 3 learning domains:knowledge, emotion and action.
A SDG awareness assessment by SDG and related specialized competency
developed.
Web solution for SDG competencies assessments on UNSDG:Learn platform,
incl. the tagging system in the back office, and related learning pathways andrecommendations implemented.

8.

Both SDG Fitness Test and another self-assessment tool Changemaker Scandeveloped by Ubiquity University to assess the same competencies but thistime based on own appreciation of abilities implemented on UNSDG: Learn.
9. Blogs/podcasts series launched, incl. 2 blog series (by UNITAR) on policy
coherence and SMEs and 4 podcast series (designed by UNSSC).
10. 11 micro-learning have been developed and rolled out on UNSDG:Learn
covering policy coherence, LNOB and data related topics.
11. 1 of the SDG Fitness Test scenarios used for developing a simplified quiz as ademo.
UNESCO has been directly involved in defining the approach to SDG Fitness test andthe guidance for tagging learning content against competencies. GCP have been
invited to the meetings on the WG on personas and overall learning guidance andassessment architecture.
The SDG Fitness Test has been presented during the 2022 High Level Political Forumon Sustainable Development during a learning session.
^!

Total number of assessment attempts for SDG Fitness Test, Changemaker Scan andClimate IQ test is 14’137 (see GCP report for Climate Change IQ Quiz with a record
11’832 completions.
Around 1’217 attempts were recorded on the SDG Fitness Test, 275 – Changemaker
Scan, and 813 attempts on SDG Primer test.
The independent evaluation conducted in 2022 showed that 92% and 96% ofrespondents found the SDG Fitness Test effective in testing the knowledge andhelping identify learning objectives respectively and 79% felt that the recommended
learning based on the assessments was fitting their needs.
A rolling feedback questionnaire implemented to assess the effectiveness of the SDG
self-assessment services has shown that 78% of test takers have found the results of
the SDG Fitness Test as extremely or very useful. 77% have found therecommendation service as extremely or very useful.
The Independent Evaluation has also shown that 93% of respondent felt the
UNSDG:Learn was comprehensive in providing the learners with all they have to learn
about the 2030 Agenda. 90% of respondents having used the UN SDG: Learn Platform
indicated being better aware of the policy coherence aspects related to the SDGs and
76% of respondents indicated having developed/implemented coherent / inclusive
policies and practices.

Describe project
effects on groups
made vulnerable suchas women andchildren, if applicable

The SDG competencies self-assessment aims to provide opportunities to all global
learners to make better decisions on their learning pathways and strengthen SDG
competencies. The September 2020 UNSDG:Learn user survey has shown that 40% of
all respondents have identified themselves as working with or coming from vulnerable
groups. The new UNSDG:Learn Partnerships Strategy includes a high-level objective,
actions and KPI on strengthening outreach to vulnerable groups and strengthen
inclusion related and other competencies of other stakeholders – those who workwith them or those whose actions influence them.
The SDG competencies and UNSDG:Learn therefore help empower representatives ofvulnerable groups and help persons working with vulnerable groups strengthen theirabilities to create more inclusive processes, better assess the needs of vulnerable
groups, advocate for their rights and provide better service as well as raise awarenessof other stakeholders in businesses and policy circles who need to adjust their actions
to account for impacts on vulnerable groups.

Describe
implementation
challenges (if any)

The SDG Fitness test is a comprehensive test of competencies and therefore takes
around 20 to 40 minutes on average to take.
It was also implemented on the interface that requires prior login which may have
reduced the assessment uptake rate. To increase the uptake of the SDG Fitness Test, itis planned to make it accessible without login under a new interface in March 2023.

If progress report,
describe planned
activities to bringproject to closure
Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Annex 1. Results
Intended impact
ImpactLearners around the world have accessto self-assessment tools and to effective
guided online learning, including courses
and micro-learning, and can strengthen
both their specialized and cross-cutting
SDG competencies.

Outcomes & outputs
Outcome 1.
An effective service is provided to global
learners enabling them to self-assess
their SDG competencies and receive
relevant course recommendations andlearning guidance.

Indicator(s)Performance target(s)Performance actual

Reasons for Variance

Share of polled users
indicating thecomprehensivecompetency development
service has enabled themto make a concrete
contribution to the SDGs
(e.g., change individual
behaviour, process atwork or contribute to a
specific project).

70% or more

76% of respondents having
used the UN SDG: Learn
Platform indicated having
developed/implemented
coherent / inclusive
policies and practices(n=110)

A proxy indicator collected throughindependent evaluation in 2022. A2030
Unit has not conducted another Level 3
evaluation since to avoid respondent
burden fatigue with a too short span
between evaluations. However, it willcontinue periodic evaluations in the
future to ask specifically aboutcomprehensive competency development
service.

Share of polled users
evaluating the selfassessment tools aseffective.

70% or more

93% felt that the UN SDG:
Learn Platform wascomprehensive inproviding the learners withall they have to learn
about the 2030 Agenda(n=110)92% and 96% ofrespondents found the
SDG Fitness Test effective
in testing the knowledge
and helping identify
learning objectives
respectively (n=39)

Independent Evaluation 2022

78% of polled users
evaluating the SDG
assessments as extremely
or very useful.

Rolling feedback questionnaire on theplatform (moving forwards, the question
will be adapted to fit exactly the indicator)

Share of polled users
evaluating therecommended learning as
relevant.

70% or more

79% of respondents feltthat the tailored offering
for courses met theirlearning needs
77% of polled user
evaluating
therecommendation services
as extremely or very useful.

Outcome 2.
10’000-12’000 learners having selfassessed competencies within 12-18
months of implementation.

Output 1.
A methodology for the concept of
personas developed through aparticipatory process.

Output 2.

Number of learners having
self-assessedcompetencies within 1218 months of
implementation.

10’000-12’000

Independent Evaluation 2022

Rolling feedback questionnaire on theplatform (moving forwards, the question
will be adapted to fit exactly the indicator)

A total of 14’137 with
Climate IQ Quiz, incl. 1’217
attempts for the SDG
Fitness Test, 275 –Changemaker Scan, and813 attempts on SDG
Primer test and 11’832
completions on Climate
Change IQ Quiz.

It is expected that the number of attempts
will go up for UNSDG:Learn assessments
once the assessments are implemented inopen access without login in March 2023.

This questions will be included in the new
overall UNSDG:Learn feedbackquestionnaire and in the SDG assessments
questionnaires.

Share of polled users
easily identifying
themselves with personas.

70% or more

n/a yetShare of polled users per
constituency easily
identifying themselveswith personas

50% or more

n/a yetMethodologies forcompetency assessments

22With the new system it will be possible tocount individuals instead of attempts.

A methodology and interface for SDG
competencies self-assessment service
developed and implemented on
UNSDG:Learn. Specific tailoring will be
required for the method to be applied to
the UNCC:Learn platform.

and to link personas andassessments developed
Share of polled users
finding the implemented
interface is visuallyattractive and userfriendly

70% or more

97% of respondents foundthe test interface user
friendly (n=39)

Output 3.
1-2 cross-cutting competency
assessments (tests) and 1-2 specializedcompetency assessments implemented.

Number of cross-cuttingcompetency assessments(tests)1-2

2

Number of specializedcompetency assessments

1-2

1 developed

Tagging system developedand implemented in theback office ofUNSDG:Learn

1

1

Improvements made to
UNSDG:Learn

2 (Solution to catchmicrolearning from
Partners using APIs &dedicated Blogs andpodcast series spacefor microlearning)

2 Blogs and Podcast series
spaces created

Courses and microlearning tagged

All

All

Output 4.
New features on UNSDG:Learn platform
to connect assessment with course andmicro-learning recommendations.

Independent Evaluation 2022

This assessment has not been
implemented due to a need to reachagreement with UNSDG:Learn partners on
its content, it is under review for possible
release in 2023

Share of polled users
qualifying learning
pathways interface
implemented in the front
office of UNSDG:Learn isclear and easy to use

70% or more

94% of respondents feltthat the UN SDG: Learn
Platform provides usefultools to search andcompare learning offerings
about the SDGs (n=110).
81% found the platform
was easily used andaccessible on mobile
phone/ tablet (n=110)

These are proxy indicators fromIndependent Evaluation 2023 and need tobe replaced in the future Level 3
evaluations and rolling feedbackquestionnaire. They don’t discussspecifically the new interface linked to
Pathways so it is not clear whether
respondents refer to the old or the newone.

Output 5.
User facing self-assessment tool in placeon the UNCC:Learn e-learning platform
with the ability to classify individuals into
4 levels of climate change or green
economy literacy and to provide basic
corresponding advice on learning
pathways.
Outcome 3.
Strengthened cross-cutting and Goalspecific competencies of global learners
to contribute to the SDGs as a whole andin specific areas, to innovate, design andimplement “no one is left behind”
solutions, to adapt their lifestyles andprojects with sustainability
requirements, and to use evidence toguide their decisions.

Share oflearners/respondents
believe they are better
positioned to develop or
implement coherent
policies and practices
aimed at ensuring No One
is Left Behind

70% or more

90% of respondents having
used the UN SDG: Learn
Platform indicated being
better aware of the policy
coherence aspects related
to the SDGs (n=110)
89% of respondents feltthat the mix of podcasts,
blogs, micro-learning, andonline courses are usefullearning tools (n=110)

A proxy indicator collected throughindependent evaluation in 2022. A2030
Unit has not conducted another Level 3
evaluation since to avoid respondent
burden fatigue with a too short span
between evaluations. However, it willcontinue periodic evaluations in the
future to ask specifically aboutcomprehensive competency development
service.

Output 6.
Blogs and Podcast Series launched toaddress the development of cross-cutting
SDG competencies of the general public.

Number of episodes in theblogs series on policy
coherence

3-4

2 episodes on policy
coherence and 6 on SMEs
11 micro-learning videos
1 quiz for HLPF side event

The two other episodes on policy
coherences from UNDESA and UNDRR
have been discussed and have notrealized due to delays from the authors.
Instead, UNITAR started working on SMEs
as a new series.

Annex 2.
UNSDG:Learn Working Group on Learning Pathways has conceptualized the SDG assessments architecturethat includes the following building blocks:
Mental models (e.g., policy-maker, communicator, business person, etc.) developed based on
qualitative interviews with learners/platform users;- Methodological guidance for tagging courses and assessments against SDG competencies;- Assessments and assessment reports;- Recommendations of Learning Pathways based on mental models and assessment results.
This has been presented during the 2nd Steering Group meeting of UNSDG:Learn. The concepts havereceived an overwhelming support from UNSDG:Learn members. The number of members who expressed
their interest in joining the work of the WG on Learning Pathways has increased.
-

Photo: Mental models developed on Murals by WG on Learning Pathways.

Photo: Learning Guidance Architecture developed on Murals based on brainstormings by WG on Learning Pathways.

Strengthening SDG competencies inthe digital age
SDG Fitness Test, Learning Pathways and Other Learning
Services

With support from:

Contents
Background ............................................................................................................................................. 3
Overall Goal ............................................................................................................................................ 3
Implementation...................................................................................................................................... 3
Key Results............................................................................................................................................ 13
Next Steps ............................................................................................................................................. 14

2

Background
The UNSDG:Learn platform launched in 2019 brings together more than 65 partners from UN andoutside with an aim to provide an easy way for learners to identify customized learning solutions. The
initial platform design offered a user-friendly search engine and several taxonomies to enable learners
to search offerings based on their preferences related to the type of learning and area of learning suchas 2030 Agenda, Breaking silos, Leaving non one behind, and 17 SDGs.
However, there was a concern among many learners about the relevance and responsiveness of theselected learnings to their learning performance or needs. Pedagogical insights are essential for
promoting a deeper change in terms of competencies and behaviors. It was proposed therefore that
the UNSDG:Learn could help learners, on the one hand, assess their competencies and, on the other,
formulate learning pathways that help close the capacity gaps on the results of such assessments.
Data analytics related to common competency gaps is also useful in forming training providers on
what kind of learning is required.

Overall Goal
The overall goal of the project is to ensure that learners around the world have access to selfassessment tools and to effective guided online learning, including courses and micro-learning, andcan strengthen both their specialized and cross-cutting SDG competencies.

Implementation
The project implementation unfolded between October 2020 and December 2021 through a numberof parallel and consecutive activities. Dissemination efforts continued in 2022.

Activity 1. Conceptualization of the new SDG learning (assessment) architecture
UNSDG:Learn Working Group on Learning Pathways developed in 2020 a SDG assessments
architecture that included the following building blocks:-

Mental models based on qualitative interviews with learners/platform users;
Methodological guidance for tagging courses and assessments against SDG competencies;
Assessments and assessment reports;
Recommendations of Learning Pathways based on mental models and assessment results.

This architecture (see Figure 1) was presented during the 2nd Steering Group meeting of UNSDG:Learn
in November 2020 and has received strong support from UNSDG:Learn members. The number ofmembers who expressed their interest in joining the work of the WG on Learning Pathways had
increased.

3

Figure 1. UNSDG:Learn learning recommendation system presented to Steering Group in 2020

Photo: Learning Guidance Architecture developed on Murals based on brainstorming by WG on Learning Pathways.

The work on conceptualizing the four components started in September-October 2020.

Activity 2. Development of mental models
A qualitative study has been conducted taking advantage of the ongoing self-evaluation of
UNSDG:Learn to define personas or mental models for the platform. Mental models are types of users
who have similar needs, preferences and ways of learning. Information collected by UNITAR throughinterviews with representatives of different constituencies from different countries have provided afoundation not only for defining 8 main mental models but also for describing their learning needs
and related tasks so as to inform the design of the new solutions for the platform. The process was
supported by several brainstorming sessions held by the Working Group on Learning Pathways.
The 8 mental models are presented in Figure 2.

4

Figure 2. Mental models on UNSDG :Learn

Under each mental model, a non-exhaustive list of meta-tasks has been identified with a view toestablish the link between their professional or personal tasks and objectives, on the one hand, andlearning objectives of different learning offerings on UNSDG:Learn, on the other. This link helped
tagged learnings against mental models.
Activity 2. Conceptualization of the assessment and learning pathways recommendation system
The overall framework discussed by the Working Group on Learning Pathways includes both SDG
cross-cutting and specialized competencies from 2017 UNESCO publication “Education for Sustainable
Development Goals: learning objectives”. However, the focus of this project was on bridging the gap
for cross-cutting competencies first and closing foundational gaps on SDGs (including specializedcompetencies).
UNESCO’s cross-cutting SDG competencies have been further divided by UNSDG:Learn into threelearning domains - knowledge, emotions, and action – similar to the ones used by UNESCO for
specialized competencies (Figure 3).
Figure 3. UNESCO’s cross-cutting SDG competencies and related learning domains

Knowledge

Emotions

Actions5

Drawing on the defined mental models and above competency framework, the overall UN SDG:Learn
Learning Guidance Architecture had been further refined.
As a next step, a preliminary methodological guidance note for tagging courses and assessments
against cross-cutting and specialized SDG competencies was developed in March 2021. Further,partners were invited to participate in the pilot tagging of their learning offer before the roll-out of
the new tagging system. The new system implied that all free courses and microlearning on theplatform had to be tagged with:-up to 2 cross-cutting competencies,
1 general SDG competency (2030 Agenda, Breaking the silos, Leave No One Behind), and1 specialized SDG competency (SDG 1-17 (with a breakdown of SDG 17 to thematic areas).

Each competency could then be further tagged against the learning domain with a specification of“fully covered” (e.g., the whole course/microlearning covers), “partially” (e.g. one module) or “notcovered”.
Activity 3. Development of the SDG Fitness Test
The SDG Fitness Test has been developed in November – December 2021 in collaboration with
UNESCO and Professors from the Arizona State University specialized in sustainability science andreviewed by the Working Group on Learning Pathways. The test is a scenario-based assessment thatcomprises 4 scenarios and 6 follow-up questions for each. It allows learners to assess the level of their
SDG cross-cutting competencies and 3 learning domains: knowledge, emotions, and actions.
Figure 4. One the scenarios of the SDG Fitness Test

6

Activity 4. Web solution and implementation of the assessments & learning recommendations
systemThe new assessment interface with a link to the learning pathways or learning recommendations
system had been developed and launched in 2021. The following assessments have been included
online:-SDG Fitness Test described above,
SDG Primer Test which is a cognitive test developed by the UN Development Coordination
Office, UNSSC, UNITAR and SDSN in conjunction with the SDG Primer, andChangemaker Scan by the Ubiquity University that helps assess the same cross-cutting SDG
competencies as the SDG Fitness Test but using a different approach: learners self-assess theirabilities to perform various tasks.

Figure 5. Preview of assessments for recommendations dashboard

Figure 6. Overview of results on SDG Fitness Test on a learner’s dashboard

7

UNITAR also developed a test on SDG awareness level using specialized competencies for each SDG.
This test requires review by the Working Group on Learning Pathways before it can be published.
The results of the SDG Fitness Test and Changemaker Scan provide a basis for recommendations onlearning offerings to address learners’ competency gaps. Learners can build their own learning
pathway based on these recommendations (Figure a and b).
Figure 7a and b. Overview of the Recommendations and Learning Pathways dashboards

8Activity 5. Development and implementation of the Blogs, Podcasts and micro-learning products
UNITAR has also developed and implemented a web solution for the UNSDG:Learn original Blogs andPodcasts Series. UNITAR took the lead on developing two Blog series on Policy Coherence and SMEs
with 8 episodes and UNSSC developed 4 Podcast series with 15 episodes.
Figure 8. UNSDG:Learn Blog and episodes

9

Figure 9. United Nations SDG Learncast

In addition, UNITAR developed 12 micro-learning videos on the following topics (some in two
languages):
1.
2.
3.
4.
5.

Data Concierge (EN, FR)
Data visualization (EN, FR)
National Superheroes - Ep 1 (EN)National Superheroes - Ep 2 (EN)HRBAD (EN)10

6. Bet on Transport/Policy Coherence (EN)
7. LNOB (EN)
8. Primer on Budgeting (EN)
9. Intro to Earth Observation (EN)
10. Earth Observation - Digital Earth Africa (EN)
11. Earth Observation - Canada example (EN)12. Video about the Science, Technology and Innovation Roadmaps for SDGs
Figure 10. Example of a UNSDG:Learn micro-learning video

UNITAR also developed a demo quiz using one of the scenarios of the SDG Fitness Test.

Activity 6. Dissemination of assessments, recommendation and learning services
The SDG Fitness was introduced during the 2022 High-level Political Forum on Sustainable
Development SDG Learning, Training and Practice Session 9 on “Innovative tools for target setting,peer learning and policy dialogue on SDG 4 and SDG competencies” in July 2022.

11

Figure 11. 2022 High-level Political Forum on Sustainable Development SDG Learning, Training andPractice Session 9

To increase the outreach a promotional video has been developed and the test was promoted via
UNITAR communication channels and of UN SDG:Learn partners.
Figure 12. SDG Fitness Test promotional video

UNITAR also leveraged UNSDG:Learn partnership and its training avenues to disseminate the Test. It
was also shared with the students at Arizona State University in February 2021, Crowd4SDG 017
challenge-based program on Climate Justice in Autumn 2022, students of University Gloucestershireand the Summer Graduate Study Programme of UNOG where UNITAR facilitated a working group on
Leave No One Behind. The group had developed a possible method for studying SDG learning needsof vulnerable groups for UNSDG:Learn. This challenge was proposed as UNSDG:Learn Partnership
Strategy aims to better address the learning needs of vulnerable groups as well as those who workwith them or whose actions impact them.
The SDG Fitness Test was featured during the side event session “Mainstreaming business educationand net zero commitments for sustainable development at UNESCO Summit” organized by UNITAR
and Deloitte on 16 September 2022.
The SDG Fitness Test is routinely included in the SDG training by UNITAR. It was, for example,
presented to the governmental officials and academia representatives in Mauritius during capacity
building workshops aimed at SDG mainstreaming, systems thinking and the institutional reform toadvance the implementation of the 2030 Agenda for Sustainable Development, and earlier togovernment officials and non-governmental stakeholders during the Cyprus SDG training programme.
12Key Results
A total number of assessment attempts for SDG assessments included 2’305, including around 1’217
attempts for the SDG Fitness Test, 275 – for the Changemaker Scan, and 813 – for the SDG Primer
Test.
The independent evaluation conducted in 2022 showed that 92% and 96% of respondents found the
SDG Fitness Test effective in testing the knowledge and helping identify learning objectives
respectively and 79% felt that the recommended learning based on the assessments was fitting theirneeds.
Figure 13. Feedback on SDG Fitness Test from Independent Evaluation 2022 (n=39)

The test was efficient in meeting my learning objectives.

92%

The test was useful in helping identify my learningneeds.

95%

The tailored offering for courses met my learning needs.

97%

The test was effective in testing my knowledge

92%

The test was user friendly

97%
89% 90% 91% 92% 93% 94% 95% 96% 97% 98%

A rolling feedback questionnaire implemented to assess the effectiveness of the SDG self-assessment
services has shown that 78% of test takers have found the results of the SDG Fitness Test as extremely
or very useful. 77% have found the recommendation service as extremely or very useful.
Figure 14. Feedback on UNSDG:Learn learning services overall (n=110)
Having used the UN SDG: Learn Platform, I havedeveloped/implemented coherent / inclusive policies…

76%

Having used the UN:SDG Platform’s resources, I am
better aware of the policy coherence aspects related…
UN SDG: Learn Platform is accessible to non-English
speakers.

90%
63%

UN SDG: Learn Platform provides adaptable solutions tomy needs and priorities that arose from the COVID-19…

84%

The platform is easily used and accessible on mobile
phone/ tablet.

81%

The mix of podcasts, blogs, micro-learning, and online
courses are useful learning tools.

89%

UN SDG: Learn Platform is comprehensive in providing
the learners with all they have to learn about the 2030…

93%

The UN SDG: Learn Platform provides useful tools tosearch and compare learning offerings about the SDGs.

94%

The UN SDG: Learn Platform features relevant, up-todate content.

93%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

13

The Independent Evaluation has also shown that 93% of respondent felt the UNSDG:Learn wascomprehensive in providing the learners with all they have to learn about the 2030 Agenda. 90% of
respondents having used the UN SDG: Learn Platform indicated being better aware of the policy
coherence aspects related to the SDGs and 76% of respondents indicated having
developed/implemented coherent / inclusive policies and practices.

Next Steps
To increase the uptake of the SDG Fitness Test, in particular in the context of workshops, UNITAR iscurrently implementing a web solution that will allow learners to first take the test and then register
if they wish to keep results and access recommended learning. This will apply to all new assessments.
The SDG Test on specialized competencies will be published after its validation by the Working Groupon Learning Pathways. It is expected that it will further improve the recommendations for learnings.
In parallel, UNITAR will continue developing special community pages drawing on the successful
experience of the Statistics Page for which the custodian is UN Statistics Division and which is steeredby the communities of the Global Network of Institutions for Statistical Training (GIST) and the InterAgency Expert Group on SDG indicators. The new pages include the ones for Evaluation led by UN
Evaluation Group and Gender under OneUNITARGender initiative. A new Task Force on
SDG4Business is working on a UNSDG:Learn curriculum for business and specialized assessments for
professional communities will be considered to provide a more tailed learning pathway approach fordifferent learners.
The next Blog Series will be done jointly with GIST and IAEG-SDG indicators on data for the SDGs.
UNSDG:Learn interface and the assessments are currently translated into French and Spanish in linewith the Partnership Strategy to increase linguistic diversity of the platform’s learning offerings.

14

Annex 3
Individual Project Narrative Reports from 2022 allocations

Strategic Objective 5Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective
Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

Country andbeneficiary metrics

Market monitoring and forecasting of essential medicines and supplies:
Improving access to affordable and quality-assured essential medicines and supplies
UNOSAT, SDP and Defeat NCD Partnership$411,929
Sida

1 July 2022 – 30 June 2023
Period covered: 1 July 2022 to 31 Jan 2023

Leverage data collection, analysis, and market monitoring to support Gambia and Rwanda inensuring continuous access to quality-assured, affordable essential NCD medicines andsupplies where it is required.
SO 5. Promote the indivisible and integrated nature of the 2030 Agenda.
SO 5.1. Optimize the use of technologies, including geospatial technologies, for evidencebased decision making
Goal 3. Ensure healthy lives and promote well-being for all at all ages.
Target 3.4. By 2030, reduce by one third premature mortality from non-communicablediseases through prevention and treatment and promote mental health and well-being.
Target 3.8. Achieve universal health coverage, including financial risk protection, access toquality essential health-care services and access to safe, effective, quality, and affordable
essential medicines and vaccines for all

Targeted countries:
GambiaRwandaAttach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Participants
FemaleMale
Other
Not disclosed
Total

TBD
TBD
TBD
TBD
TBD

Other metrics
Disability #Other vulnerable #Completion #Certification #

TBD
TBD
TBD
TBD

•

Mission for needs assessment and consultation in Gambia allowed for a better
understanding of the current state of health data availability and management in
the country. As of today, the Ministry of Health of Gambia does not possess data on
individual health facilities, including the location of many of them. A data collection
strategy is being developed and it is expected that by the end of the project, theGambian government will have at their disposal more data on 26 different facilities.

•

Consultation meetings held with representatives from Rwanda resulted in a better
understanding of the existing system in place for data health management in the
country (RHAP) and the existing data gaps that the SFF project can help fill. Planning
for a data needs assessment and subsequent data collection is currently taking
place.

•For both countries, understanding what were the actual needs and what was
already in place has been crucial. Based on this, it can be assured that the outputs ofthe project will indeed add value to the decision-making process of the respective
countries.

•

One of the main outputs of the project will be the mapping of health facilities withgeoreferenced data on NCDs. This is directly linked to UNITAR’s Strategic Objective 5(including SO5.1.) - the promotion of the 2030 Agenda (especially SDG 3) throughthe optimization of the use of technologies.

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g.
women, children,
disabled, indigenous
peoples, if applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

By supporting the countries with georeferenced and up to date NCD-related data, the projectwill support countries in the optimization of medicine and supplies procurement anddistribution, allowing for more effective planning.
The lack of data on the numbers of citizens affected by NCDs often hinder a country’s ability
to plan efficiently the use of their existing resources and to seek funding.
Among the NCDs being tackled by the project are asthma, breast, and cervical cancer.
According to the WHO, asthma is the most common chronic disease among children1.
Cervical cancer, which is caused by certain strains of the human papillomavirus (HPV),
presents a significant public health threat to women on the African continent – all but one of
the top 20 countries worldwide with the highest burden of cervical cancer in 2018 were in
Africa2.
In Gambia, it is estimated that fewer than 1 in 10 women have been screened for cervicalcancer in the past 5 years (2021)3. The number is 1 in every 10 for Rwanda (2021)4.
Establishing a good pace of communication with governments has taken more time thanoriginally expected, as has the acquisition of existing data and information on current data
management practices.

•••

Concluding mapping of health facilities
Development of live maps with data
Capacity building for health professionals

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

1

https://www.who.int/news-room/fact-sheets/detail/asthma
https://www.afro.who.int/health-topics/cervical-cancer
3
https://cdn.who.int/media/docs/default-source/country-profiles/cervical-cancer/cervical-cancer-gmb-2021country-profile-en.pdf?sfvrsn=e8e85ca_43&download=true
4
https://cdn.who.int/media/docs/default-source/country-profiles/cervical-cancer/cervical-cancer-rwa-2021country-profile-en.pdf?sfvrsn=7b13904_38&download=true
2

Results
Indicator

ImpactOutcomeIMP1. Ensure
continuous access toquality-assured,affordable essential
NCD medicines andsupplies where it isrequiredOC1. Reduced stockouts or shortage ofessential medicines
and supplies

IMP1.1. Mortality rate attributed to
cardiovascular disease, cancer,
diabetes or chronic respiratory diseasein the Gambia and Rwanda (SDG
Indicator 3.4.1)
Disaggregated by country
OC1.1. Percentage of national officials
agreeing the solution provided has had
a positive impact in preventing
medicine shortages

Baseline

-

-

-

70%

Disaggregated by country
OC1.2. Frequency of medicine for NCD
stockouts

Means of Verification-

SDG Indicators
Database
National Statistics
OfficesSurvey not yet
implemented

Surveys, key informant
interviews withselected focal points
and practitioners

Officials make themselves
available for interviews andrespond to surveys

5%5%Data collection
for baseline
ongoing

Emails, meeting notes
and reports

Pricing database

TBD

Data collection
for baseline
ongoing

Pricing database

Disaggregated by country andmedicine

OutcomeOC2. Reduced
pricing fluctuationfor essential
medicines andsupplies

OC2.1. Variation in the price of the
medicines monitored
Disaggregated by country andmedicine

Risks and Assumption
The indicator will offer abroader context in which tointerpret the project's
results. No claim of causality
between the project andpotential changes in theindicator.

Data collection
for baseline
ongoing

Disaggregated by country andmedicine
OC1.3. Frequency of medicine for NCD
shortages-

ActualTargetEmails, meeting notes
and reports

Government of Rwanda
and the Gambia will be able
to support identification ofthese centres andhealthcare personnel fordata collection.
The baseline will be defined
during the scoping andassessing phase of the
project.
Procurement data will beavailable for the previous
years and during the threeyearsOutcome

OC3. Improved stock
management andforecasting of NCD
medicines andsupplies

OC3.1. Percentage of surveyed officials
stating that they have used thesolution developed for planningprovision of medicines and/or supplies
Disaggregated by country
OC3.2. Percentage of surveyed
officials agreeing that the solution
developed has improved theforecasting of medicine and supplies

Survey not yet
implemented-

70%

Emails, meeting notes
and reports
Survey not yet
implemented-

Emails and meeting
notes
Trainings notstarted-75%

Disaggregated by country

Outcome

OC4. Strengthen
capacity ofhealthcare
personnel for datacollection, analysis,
and forecasting
activities

OC4.2. Percentage of training
participants who agree the training
was relevant to their work

UNOSAT Internalreports

75%

Disaggregated by country
OC4.1. Percentage of participants who
successfully meet learning objectives

Web links

Trainings notstarted-70%

Attendance lists,training records andassessments

Attendance lists,training records andassessments

Disaggregated by country
OC4.3. Percentage of training
participants who agree the training
was useful to their work

Trainings notstarted-70%

Attendance lists,training records andassessments

Disaggregated by country

OutputOP1. Mapping ofprimary, secondary
and tertiary healthcentres in Rwanda
and Gambia

OP1.1. Development of datasets on
primary, secondary and tertiary healthcentres in Rwanda and Gambia
Disaggregated by country

Ongoing-(Binary)

Reports, emails,
meeting notes andpresentations.

Officials make themselves
available for interviews andrespond to surveys

OutputOP2. Datasets on
pricing andavailability ofessential NCD
services, medicines,
and supplies

OP2.1. Strategy for data collection-

2(one percountry)OP2.2. Development of mechanism fordata collection-(Binary)-

2(one percountry)OP2.3. Reports on availability andpricing of the essential NCD services,
medicines, and supplies

Ongoing

Reports, emails, sharedlinks, meeting notes
and presentations.

Not started
OP3.1. Forecasting tool made available
to health care personnel-

Reports, emails, sharedlinks, meeting notes
and presentations.

(Binary)

Disaggregated by country
Not started

OutputOP3. Forecasting
tool to monitor
markets, map healthservices and trends
for consumptions ofessential NCD
medicines andsupplies

OP3.2. Number of users on forecasting
tool in Rwanda

-

TBD

TBD

Not started
OP3.3. Number of users on forecasting
tool in the Gambia

-

TBD

-

TBD

TBD

Not started
OP3.4. Number of different medicines
monitored on forecasting tool

TBD

Following needs
assessment, scoping
missions, and mapping, anumerical target can be set
considering the number ofthe overall target audience.
The methodology forestablishing number ofusers (number ofdownloads, logins, uniquevisitors) will be establishedonce the format of theforecasting tool is set.
To be defined following
needs assessment andscoping missions.

OP4.1. Awareness raising events onforecasting pricing and availability of
NCD medicine and supplies

1 (Gambia)
0

4(two percountry)

Disaggregated by country

OP4.2. Number of participants inawareness raising events

OutputOP4. Awarenessraising and training
eventsDisaggregated by gender
OP4.3. Number of trainings on using
the forecasting tool delivered tohealthcare professionals-

80(20 per
event)

20 (Gambia)

50%F
50%M
0
-

2
(one percountry)

Disaggregated by country

OP4.4. Number of participants intrainings on the use of forecasting tool
Disaggregated by gender
OP4.5. CIFAL centres are establishedin the Gambia
OP4.5. CIFAL centres are establishedin Rwanda

Attendance lists,training records andassessments-

80-160(40-80perevent)

0

50%F
50%M
-

(Binary)-(Binary)

Yes
Yes

Attendance lists,training records andassessments

The specific target fortraining participants will beestablished following
scoping missions

Strategic Framework Fund
Project Narrative
Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalProject objective

UNITAR Collaboration and Innovation Programme

OED and all Divisions$57,306(e.g. Sida, Qatar, Sri Lanka) SIDA

September 2022-January 2023
Period covered: September 2022-January 2023

Link to strategic
framework objective(s)Enhance collaboration and innovative capacity between different UNITARDivisions and Programmes
Strategic Objective 5. Cross-fertilizing Knowledge and Expertise - Promote
the indivisible and integrated nature of the 2030 Agenda

Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Targeted countries:
UNITAR internal

Attach list if more

Participants
FemaleMale
Other
Not disclosed
Total

59
36

Other metrics
Disability #Other vulnerable #Completion #Certification #

48
48

95

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

The UNITAR-internal Collaboration and Innovation Programme used an
action-learning methodology for problem-solving, development ofprototypes and adapting solutions so they could be proposed for
implementation at UNITAR. It helped UNITAR personnel to build
competencies from the Inner Development Goals, including selfawareness, deep listening, ability to have challenging conversations,building trusting relationships, collaboration, long-term orientation, andthe skill to take an innovation to action.

Describe project effecton direct beneficiary/
beneficiaries

The Collaboration and Innovation Programme provided UNITAR
personnel with opportunities for:

Enhanced leadership: Colleagues gained insights about themselvesand how they engage in teams. This enabled them to improve theirwork relationships and having challenging conversations that help
improve decision-making and clarity.
Risk mitigations skills: The Programme also helped mitigate risks bylearning an iterative approach to innovation implementation and byincreasing capacity for sense-making to anticipate and take small
steps to adjust to emerging changes as they arise.
Increased innovation: It built capacity to fully engage in innovation
initiatives and strengthen personnel’s ability to take action with

confidence on new initiatives through action-learning, understandthe resistance, and adapt the initiative for long-term success.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

Through the above-mentioned effects on UNITAR’s staff and personnel,
colleagues can engage more confidently in their Division’s/Programme’s
work, which, in turn, has a positive effect on the programmes by UNITAR.

Retention rate of colleagues attending all 9 modules was a challenge
given ongoing work priorities. As a mitigation strategy colleagues who
missed a particular session could attend the session of the other cohorts
taking place in parallel.

If progress report,
describe planned
activities to bringproject to closure
Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Annex 2
Individual Project Narrative Reports from 2022 allocations

Multiple Objectives

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units

Allocation amountSFF funding source
Other funding: ☐Yes
☒ No
Project period
Report: ☒ Progress☐ FinalOne UNITAR Gender - Global Learning Lab on Women's Leadership - Empowering
Women, Fighting Inequalities
Division for Peace, Division for People, Division for Planet, Division for Prosperity,
Division for Multilateral Diplomacy, Division for Satellite Analysis and Applied
Research, Division on NCD, Digital Health, and Capacity Building$ 442’800 (excluding PSC & DSC)
SIDA

12 July 2022 – 31 December 2023
Period covered: 12 July 2022 – 31 December 2022

Project objective

More women around the world, and especially in developing countries and least
developed countries, will strengthen their leadership skills and feel empowered
to apply and share their knowledge with others.

Link to strategic
framework objective(s)One UNITAR Gender is a cross-divisional project and promotes all strategic
objectives, outlined in the Strategic Framework 2022-2025. The project takes into
consideration all lessons learnt from the 2019-2020 Independent Evaluation of theStrategic Framework Fund.
The project addresses underrepresented and structurally disadvantaged women,
taking into consideration local perspectives and challenges that can apply to larger
populations, and therefore implementing pathways for leaving no one behind. The
project includes learning content to increase capacities of women with different
backgrounds to prevent and resolve conflict. This project contributes to helping
UNITAR achieve this strategic objective by creating programming that will
strengthen knowledge and skills of women, including effective communicationthat will aid in conflict analysis, negotiation, and mediation.
One UNITAR Gender will also promote the well-being and social inclusion of
women, especially those who are underrepresented, through leadership training.
The available learning materials on topics such as climate action, peace, prosperity
and others, as well as the in-person training will empower women to participate indecision making. The training will also provide the space for sharing ofexperiences.
The project will also aid women in achieving decent employment opportunities
through skill development specific to the needs of the beneficiaries in Rwanda andSouth Sudan.
One UNITAR Gender is a cross-divisional project that will require the use ofinnovative learning solutions to reach more beneficiaries. This includes alreadyestablished cross-divisional effort to incorporate low bandwidth capabilities andtraining on using technology to access learning content.

Link to 2030 Agenda orother 2015 outcome

Gender equality and empowerment of women, connected to 2030 Agenda Goal5, is a fundamental human right and a necessary foundation for a peaceful,prosperous, and sustainable world. Without women there can be no social,economic, nor scientific prosperity for any country.
While women have made important inroads into political office across the world,
their representation in national parliaments at 25.6 per cent (as of 1 January2021) is still far from parity. Discriminatory laws and social norms remain
pervasive, women continue to be underrepresented at all levels of politicalleadership, and nearly one in three women (736 million) have experienced
physical or sexual violence at least once since the age of 15, usually by an
intimate partner1.
The effects of the COVID-19 pandemic are reversing the limited progress that has
been made on gender equality and women’s rights. Violence against women has
risen, and women and girls are disproportionately pushed into extreme poverty. 2
The pandemic exacerbates existing inequalities across every sphere – from healthand the economy to security and social protection.

Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Strengthening leadership skills, locally in targeted countries where such stalled orreversed progress is observed, and where most vulnerable female populations –especially the ones underrepresented and disadvantaged - is one of the project's
principal outcomes towards accelerating progress. In addition, empowering
women to apply provided knowledge and skills’ training, and exchange throughknowledge sharing, can promote increased representation at all levels.
Targeted countries:
Participants
Other metrics
RwandaFemale50
Disability #South Sudan
Male
Other vulnerable #50
OtherCompletion #50
Not disclosed
Certification #50
Attach list if more
Total
50
The project implementation is based on current development work of a UNITARwide online Global Learning Lab platform, to be used by global audience as a onestop landing page, included UNITAR learning material available in different
languages, as well as newly developed content, sourced by identified gaps inwomen's leadership and empowerment training. The platform is developed toenable for low-bandwidth and minimal internet connection to users with low
connectivity. The platform will implement for mentor-to peer and peer-to-peer
forums, to enable for enhanced local, regional, and thematic exchanges among
global users, and users of the targeted countries. The targeted countries will
receive core in-person, skills-based training, with content tailored to the needs ofbeneficiaries, and in alignment with each of UNITAR's strategic objectives.
The content that is currently being curated for the Global Learning Lab includes
content to increase capacities of women to prevent and resolve conflict,participate in decision making, and gain knowledge on other important topics
such as climate action. The in-person training will also help strengthen knowledge
and skills of women, including effective communication and other skill
development needs specific to the beneficiaries in Rwanda and South Sudan. This
will promote the well-being and social inclusion of women.

1https://unstats.un.org/sdgs/report/2021/goal-05/
2 https://www.un.org/press/en/2021/sgsm20822.doc.htm

The training will also provide the space for mentoring, promoting the sharing ofexperiences and knowledge among women. This project will require the use ofinnovative learning solutions to incorporate low-bandwidth capabilities andtraining the participants on using technology to access the Global Learning Lab
content.
Describe project effecton direct beneficiary/
beneficiaries

The beneficiaries of this project will learn and practice leadership skills bycompleting courses in the Global Learning Lab, through in-person training, andthrough mentoring. The content will be focused on skills-based training for
women’s leadership and tailored to the needs of beneficiaries in Rwanda andSouth Sudan. Through this training, participants will learn and practice leadershipskills that they can leverage in their daily lives.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable

The project aims to further gender equality through women’s leadership training,
directly effecting vulnerable groups including women and children. The skillsbased training will be tailored for the needs of women in South Sudan and
Rwanda. Upon completion of the training, the participants will have new anddeepened knowledge and skills, along with a community of fellow leaders andmentors to exchange experiences and learnings with.

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts-

Internet connectivity and digital literacy: This will be mitigated byenabling low-bandwidth environment and by migrating a selection ofcourses from standard online learning management system to UNITAR'sinnovative offline mobile learning solution for low-bandwidthenvironments. Training will also be provided to participants on using thetechnology and learning solutions.

-

If progress report,
describe planned
activities to bringproject to closure

-

-

-

Training must be tailored to the needs of women in Rwanda and South
Sudan. Tailored curriculum will be developed to meet the needs of thebeneficiaries in these two countries.
Content curation: Content for the Global Learning Lab for Women’s
Leadership has been collected from all UNITAR divisions. The collectedmaterials are being curated by Global Gender Expert for inclusion in the
Global Learning Lab and new content is being developed to fill any gaps.
Recruitment of local gender expert for curriculum design and training intargeted countries.
Partnership with government entities and local development offices intargeted countries.
Recruitment of training participants
Delivery of Trainings: The Division for Prosperity, the Division for Peace andthe African Union will join forces to define plan for curriculum design,
content development, and implementation of the in-person training
programs. The longevity of in-person training is also being discussed toensure the training can be continually offered to reach more beneficiaries
and that alumni are able to continue their learning and skill development.
Project evaluation: An evaluation plan has been documented to cover
Kirkpatrick-Philips levels 1-3. Final reporting will take place in June 2023.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.
Intended impact
Impact: More women around the world,and especially in developing countries andleast developed countries, will strengthen
their leadership skills and feel empowered
to apply and share their knowledge withothers.

Outcomes & outputs
Outcome 1. Strengthened leadership skills
for women, especially those who areunderrepresented

Output 1.1. Knowledge and tools on
women’s equality and empowerment are
made available and offered to women in
the pilot countries in a way tailored to the
local context (e.g., language, channel,
modality)

Outcome 2. Enhanced knowledge exchange
and application of leadership skills among
women

Indicator(s)Participants have strengthened
their leadership skills.
Participants are applying andsharing acquired knowledge
and skills from the training.

Performance (target)

Performance (actual)

Reasons for VarianceImpact will be based on target measurementof outcomes and outputs (see below).

Assessment of the participants’learning throughout the pilottraining (results of selfassessments and objective
assessments).
Level of satisfaction with thepilot-training, Global Learning
Lab (e.g., percentage ofparticipants that evaluate theLearning Lab as easy to use),and peer-to-peer mentoring
forum.

100% of respondents
believe that their skills
have improved after the
training, self-evaluated by
the participants
75% of respondents will
recommend the Global
Learning Lab to someone
within their community
50% of respondents
evaluated the Learning
Lab as easy to use
70% of respondents
found the mentoring
forum to be useful
90% of respondents
strongly agree or agree
that they have gained
confidence in current
roles

N/A (progress report)

N/A (progress report)

N/A (progress report)

N/A (progress report)

N/A (progress report)

N/A (progress report)

Percentage of pilot training
alumni who have gained
confidence in current roles
If and how participants areapplying and sharing theknowledge and skills being
learned during and after thepilot training (% of alum

Output 2.1. Community of practitioners
gather current and future female leaders tointeract directly and learn from their peersin the pilot countries

Output 2.2. Participants of pilot training
programs in Rwanda and South Sudan
receive mentoring in a manner tailored to
the local context and build leadership skills
and capacities to guide and motivate others

leveraging skills sincecompleting the training)
Number of women engaged in
the Communities ofPractitioners within the project
period and the quality of theirinteractions.

Percentage of pilot participants
who received mentoring during
training and the quality ofthese interactions.

Major activities

75% have applied theacquired knowledge andskills from the training
75% have either shared
their knowledge withothers or have helped
someone within theircommunity further
develop a leadership skill

N/A (progress report)

N/A (progress report)

100% of participantsreceived mentoring
during the training
70% of respondents
agreed that the
mentoring was usefulDates implemented

N/A (progress report)

N/A (progress report)

Scheduled to be
implemented
Platform development to becompleted by end March
2023

Comments

Set-up an innovative, user-friendly training and capacity-building Global
Learning Lab offering educational materials and links to courses on women’s
leadership. This will include:
1. Curating training and course materials for the Global Learning Lab
2. Creating new content for any identified gaps
3. Partnering with a university to organize and co-develop content for a
women's leadership event for the Spring 2023 semester. Resultsfrom the event can be used for future development of an accredited
course.

In progress

Create tailored, in-person, pilot trainings in Rwanda and South Sudan tosupplement knowledge and tools available through the Global Learning Lab.
Incorporate skill-based learning into the training curriculum, with exercises topractice new skills and the space for sharing among participants.

In progress

In-person trainings planned
to be delivered in April-June
2023

Content for the Global Learning Lab has beencollected and is currently being curated by a
Global Gender Expert.
Options are being explored for migrating
courses from standard learning management
system to offline mobile learning system foroffline accessibility.
Franklin University Switzerland has been
selected for a partnership to co-develop
content for a women’s leadership event thisspring.
A local gender expert is being recruited for
curriculum design and training in targetedcountries.
Partnerships will be key for the longevity of
training and preparing for future iterations of
the training after the pilot has been evaluated.

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalProject objective

Link to strategic
framework
objective(s)Link to 2030 Agenda
or other 2015
outcomeCountry andbeneficiary metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives“Leveling The Playing Field”
MDP/ UNITAR NYO$220,000
SIDA

January 2022 till December 2022
Period covered: January 2022 till December 2022

Supporting diplomats from least developing countries, small island developing
states and landlocked countries based in New York and beyond to develop thenecessary knowledge and skills to participate in the multilateral environment,
Our training supported the promotion of peace and just and inclusive
societies, (SO1) equitable representation of countries in the global decision
making for a (SO2) and trained delegates on the conservation, safeguarding
and restoration of our planet (SO3). At the same time, all our activities aimed
to promote the Agenda 2030 and the SDGS (SO5).
All courses linked the learning objectives with the Agenda 2030 with a special
focus on SDGs 4, 5, 8, 13, 14, 15, 16 and 17.
Targeted countries:
Least Developed
Countries
Small Island
Developing States
Vulnerable groups
Female Diplomats
Attach list if more

Participants
Female

54%

Male

45%

Other
Not disclosed
Total

1%

Other metrics
Disability #Other vulnerable#
Completion #Certification #Notmeasured

100%
100%

1,876
During 2022, the UNITAR New York office under the auspices of the Swedish
cooperation has developed 16 capacity building events, which have impacted
a total of 1,876 participants. Some activities in 2022 included:
The Work of the ECOSOC● Columbia Law School Series Spring and Fall 2022
● Round Table: SDG 5 into Environmental Policies and Practices● Elections to the UN Organs● Cybersecurity Fundamentals● Yale Environmental Center on COP27● Lessons learned from the Special Human Security Report 2022
● Workshop and Book launch: Redefining Development● Event Round Table on Migration● The Structure, Drafting, and Adoption of UN Resolution● GFPA Event: Building Back better Climate and CultureDescribe project effecton direct beneficiary/
beneficiaries

The pandemic and post-pandemic challenge necessitates a reorganization of
educational systems and their contexts in numerous ways. With COVID-19
introducing new methods of student learning and teaching, it has also createda new market opportunity for UNITAR NYO to emerge as a new player inproviding high-quality education. Our courses aim to equip delegates with thenecessary skills and knowledge to demonstrate leadership and become
significant contributors. In addition, UNITAR NYO contributes to the educationof civil society, which will pave the way for future prosperity, through its broad
range of capacity building activities worldwide.
UNITAR NYO operates from a position of solidarity, positioning programs inline with the new diplomacy and other agendas.

Describe project
effects on groups
made vulnerable e.g.
women, children,
disabled, indigenous
peoples, if applicable

The office implemented lectures and series where we paid close attention tovulnerable groups such as women, indigenous people, those affected by climatechange, or migrants. We have maintained our partnership with Columbia Law
School, and at UNITAR NYO, we remain dedicated to elevating the voices ofwomen, fighting against racism, advocating for gender equality, and ensuring
their representation in peacebuilding and conflict resolution efforts. Those who
successfully completed the series were awarded a certificate of completion,
signed by our Assistant Secretary General Nikhil Seth and Columbia Law School's
Dean, Ms. Gillian Lester.
UNITAR New York Office (NYO) has reflected the lessons learned from having
to adapt to the circumstances created by the COVID-19 pandemic and has
understood the benefits of digital training and e-learning for least developing
countries.

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results (Please refer to the annex 1 for full report)
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.
Intended impact
Leveling of the playing field for delegatesfrom Developing Countries, Small Island
Developing states and Land lock developing
states to ensure their active participation in
the multilateral environment of the United
Nations
Outcomes & outputs
Strengthening of skills on Negotiations,Mediation and Conflict Resolution
Number of participants trained
Number of downloads in “UN How to App”

Indicator(s)(below)

Performance (target)

Performance (actual)% of participants who assure
their skills have increased
Participant list

75%

80%

1,500

1,876

Downloads observed in theapple and google stores

15,00016,500Dates implemented

Scheduled to be
implemented

Major activities

The Work of the ECOSOC Winter and Fall
Columbia Law School Series Spring
Round Table: SDG 5 into Environmental Policies and Practices
Cybersecurity Fundamentals
GFPA Event: Building Back better Climate and Culture
Elections to the UN Organs
Yale Environmental Center on COP27
Lessons learned from the Special Human Security Report 2022
Workshop and Book launch: Redefining Development
Event Round Table on Migration
The Structure, Drafting, and Adoption of UN Resolution

Reasons for Variance

Comments

Annex 4
Implementation of recommendations from the Independent
Evaluation of the SFF

Annex 4: Management response Strategic Framework Fund Independent Evaluation
Strategic Framework Fund (2019-2020) Independent Evaluation
Management Response
C2019.TARSF003.SIDA, C2018.TARSF001.QAT, C2019.TARSF004.LKAgov, C2020.TARSF006.PAKGov, C2020.TARSF005.CHuni, C2019.TARSF002.NIG

September 2021

Geneva, Switzerland

Name of programme/office/unit:

Office of the Executive Director

Executive Director

Nikhil Seth

Name of project undertaking

Strategic Framework Fund 2019-2020

Name of evaluation
Date:

Independent evaluation of the Strategic Framework Fund (2019-2020)
08.09.2021

C2019.TARSF003.SIDA
C2018.TARSF001.QAT
C2019.TARSF004.LKAgov
C2020.TARSF006.PAKGov
C2020.TARSF005.CHuni
C2019.TARSF002.NIG

SECTION I – Comments on Findings,
Conclusions
The evaluation was a thorough, useful and timely exercise. Given the Institute’s tightly earmarked project base, the SFF has provided much needed
flexibility and, without doubt, has resulted in resource efficiencies. During the initial two years of the Fund, emphasis was placed on achieving quick
successes through multiple, small scale allocations. As with any new instrument, there are important opportunities for learning and improvement, and
UNITAR will seize this evaluation report and the recommendations contained therein to inform the future administration of the SFF and design anddelivery of projects. A summary of the evaluation and the recommendations will be submitted to the Sixty-Second Session of the UNITAR Board ofTrustees in November 2021.

Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluation

SECTION II RECOMMENDATIONSManagement Response and Planned Action
Recommendation

1.

Recommendation 1: Whilecarefully balancing needs
and/or requests from Member
States and SFF allocation
requirements, a clear “Leave
No One Behind” component
should be required for each
SFF-funded project.

Recommendation

2.

Recommendation 2:
Decisions on allocation
awards should take a blended

Accepted
Partially
Accepted
Rejected
Accepted

Planned action

Budgetallocated(ifnecessary)

Status(planned, under
implementation,
implemented)
Under
implementation

Allocations
containing
convincing LNOB
objectives will
receive priority in
SFF allocations.
Management Comments: LNOB has always been considered as key
for projects funded by the strategic framework fund. However, we
recognize that more efforts are needed to ensure the funded projects
are reaching the furthest behind first.

Accepted
Partially
accepted
Rejected

Accepted

Planned action

As communicated by
the ED at the June
2021 Programme

Budgetallocated(ifnecessary)

Status(planned, under
implementation,
implemented)

Implemented

Update on
status after 6
months(planned, under
implementation,
implemented)

Update on
status after 12months(planned, under
implementation,
implemented)

Implemented,
LNOB hasalways been
considered as
key for projects
funded by thestrategic
framework fund.
Since issuanceof therecommendation
the OED has
given initialapproval for amajor upcoming
project under the
SFF focusing
empowerment of
women.
Update on
status after 6
months(planned, under
implementation,
implemented)
Implemented,
only projects withcross-Divisional

Implemented.
In 2023 theplannedallocation to
LDCs andcountries in
distress and to
focus on leastprivileged
persons in
respective
countries.

Update on
status after 12months(planned, under
implementation,
implemented)
Implemented,
only projects withcross-Divisional

2

Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluation

approach of small and shortterm seed funding-oriented
projects (based on clear
criteria, demonstrated needs
and clearly identified results
which are sustainable) with alimited number of larger andlonger-term projects withcross-divisional cooperation,
where possible

Recommendation

3.

Recommendation 3:
Emphasis should be placedon the development ofcountry-level partnerships,
including UN Country Team
engagement, in SFF project
design and allocation
decisions.

Managers Meeting,this approach will befollowed.
Management Comments:
1. Emphasis for the incoming year’s SFF is around the question ofhealth and data and gender equality and the empowerment of
women (GEEW).
2. Current thinking: All 7 programming divisions work together on thetheme of gender equality and design a project, and a separate
project be led by UNOSAT on data and health with relevant
divisions partnering in the latter.

support andparticipationconsidered forfunding under
the SFF.

support andparticipationconsidered forfunding under
the SFF.

Accepted
Partially
accepted
Rejected

Update on
status after 6
months(planned, under
implementation,
implemented)
Under
implementation,is continued to
be stressed with
Programmes
who areimplementing
projects under
the SFF.

Update on
status after 12months(planned, under
implementation,
implemented)
Under
implementation,is continued to
be stressed with
Programmes
who areimplementing
projects under
the LNOB.

Partially
accepted

Planned action••

Revise SFF
governingprinciples and
SFF allocation
application forprogrammes tooutline how
country-level
partnerships
including with
UN country
teams enable theeffectiveness ofprojects
Communicate toprogrammes theimportance ofcountry-level
partnerships.

Budgetallocated(ifnecessary)

Status(planned, under
implementation,
implemented)

Under
implementation

Planned3

Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluation

Recommendation

4.

Recommendation 4: UNITAR
programme units should
ensure that allocation
requests include a clearly
defined results frameworkwith specified Level 3
performance needs in project
design and in post-training,
including, for example, cost
neutral communities ofpractice among alumni, anddevelop a budget/time
criterion to ensure that largerscale and term future SFF
projects include a compulsory
post-training follow-up action
to measure and assess
performance components.

Recommendation

Management Comments: This information is already sought throughthe SFF application process but should be highlighted morestrategically by Programmes.
Accepted
StatusPartially
Budget(planned, under
acceptedallocated
implementation,
Planned action
Rejected(if
implemented)
necessary)
Accepted

Office of the
Under
Executive Director to
implementation
communicate toprogramme units
that implementationof therecommendation will
inform SFF decision
making for allocation
requests.
Management Comments: Programme Units to ensure that allocation
requests that contain training outputs include a description of Level 3
training needs (and Level 4 intended impacts if allocation request
exceed $400,000), and that project design contains post project followup to measure and assess performance level changes/ application ofknowledge and skills.

Accepted
Partially
accepted
Rejected

Planned action

Budgetallocated(ifnecessary)

Status(planned, under
implementation,
implemented)

Update on
status after 6
months(planned, under
implementation,
implemented)
Implemented,
project proposals
without thesecriteria havebeen sent backto Programmes
for revision.

Update on
status after 12months(planned, under
implementation,
implemented)
Implemented,
project proposals
without thesecriteria havebeen sent backto Programmes
for revision.

Update on
status after 6
months(planned, under
implementation,
implemented)

Update on
status after 12months(planned, under
implementation,
implemented)

4Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluation

5.

Recommendation 5: UNITAR
programme units should atleast consider partial virtual
training delivery or alternative
delivery mechanisms such asradio broadcasting toleverage increased reach,reduce costs and reduce theenvironmental footprint. This
could become additional SFF
project allocation criteria.

Recommendation

6.

Recommendation 6:
Programme units should
document impact stories
using available guidance toanalyse personal andinstitutional changes and thereach of training in Member
States through alumni.

Accepted

Application request
to be revised to
specify how projects
will be delivered
including alternative
mechanisms toleverage increased
reach, and that suchcomponents will beconsidered in
making allocation
decisions.
Management Comments:

Accepted
Partially
accepted
Rejected

Accepted

Planned action

In conjunction withrecommendation #4,
programme units toundertake impact
stories to document
personal andinstitutional changes
from SFF-supported
projects relying on
guidance andBudgetallocated(ifnecessary)

Under
implementation

Implemented,
current project
proposals under
the SFF include
blended training
approaches
including avirtualcomponent.

Implemented,
current project
proposals under
the LNOB
include blended
training
approaches
including avirtualcomponent.

Status(planned, under
implementation,
implemented)

Update on
status after 6
months(planned, under
implementation,
implemented)
Under
implementation,
has been
communicated toProgrammes.

Update on
status after 12months(planned, under
implementation,
implemented)
Under
implementation.

Under
implementation

5

Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluation

support as neededfrom PPME.

Management Comments:

Recommendation

7.

Accepted
Partially
accepted
Rejected

Recommendation 7: The Accepted
Executive Director’s Office,in cooperation with the BoardofTrustees,
shouldstrengthen efforts to widen
the SFF donor base andoverall
SFF
resources,
complementing
theengagementofambassadors in Geneva witha targeted outreach to donor
capitals.

Planned action

Included as agenda
item for November
2021 BoT meeting

Budgetallocated(ifnecessary)

Status(planned, under
implementation,
implemented)

Under
implementation

Update on
status after 6
months(planned, under
implementation,
implemented)
Under
implementation,needs further
follow up after
BoT considered
this during Nov
2021 meeting.

Update on
status after 12months(planned, under
implementation,
implemented)
Under
implementation.
2022 Friends of
UNITAR meeting
included call toPermanent
Missions tocontribute to
LNOB.

6

Annex 5
List of Directors/Managers/Focal Points overseeing design
and implementation of funded projects

Annex 6
List of Directors/Managers overseeing design andimplementation of funded projects
Strategic Objective (SO)Title of project/activity

SO3: Planet

How to be e-Waste Literate: A
Angus Mackay
Citizen’s Approach to Solving thee-Waste Course
Leading Inclusive 4IR:
Mihoko Kumamoto, Michael
Empowering Women in
AdallaAfghanistan for the Future ofWork through Digital Reskilling**
BUILD BACK BETTER - Sustainable Mihoko Kumamoto, Jorge Ocaña
and resilient post-COVID recovery
in Latin America: Enhancing Tradeand Improving Safety byStrengthening Chemicals andTrade links and bringing countries
closer to OECD Standards.
Division for Prosperity lead**
Introduction to Geospatial
Einar Bjorgo
Information Technology for
Evidence Based Decision-Making(Kenya) (2019 allocation)
E-learning course on the use ofEinar Bjorgo
Geospatial Information
technologies for HumanitarianassistanceMarket Monitoring andEinar Bjorgo, Alex Mejia, andForecasting of Essential Medicines Mukul Bholaand Supplies: Improving Access to
Affordable and Quality-assured
Essential Medicines andSupplies**
UNITAR Innovation andJonas Haertle
Collaboration Programme
Vector-borne disease risk
Alex Mejia, Einar Bjorgo
mapping dashboard** (SO2, SO5)
Ethiopia – Safer Chemicals
Jorge Ocana
Management and Gender
Mainstreaming (SO2, SO3)
Strengthening SDG Competencies Angus Mackayin the Digital Age**One UNITAR Gender - Global
All UNITAR Thematic Divisions
Learning Lab on Women's
Directors
Leadership – Empowering
Women, Fighting Inequalities**
Leveling the Playing Field
Marco Suazo**Cross Divisional/Programme Unit project/activity

SO4: Prosperity

SO5: Cross-fertilization

Multiple strategic objectives

Notes

Director/Manager

Annex 6
2022-2025 Strategic Framework

Strategic
Framework
2022-2025

Contents
04

A Message from
Leadership

06

Continuing ourStrategic Direction withNew Opportunities,
New Challenges

09

Our Vision, Mission
and Values

09

Our Core Functions

10

Becoming Fit for
the Pandemic andPost-pandemic World

11

Strategic Objectives

13

Implementing ourStrategy

19

Strategic Enablers

21

Assumptions, Risks
and Challenges

22

Monitoring, Evaluation
and ReportingA Message from
Leadership
In January 2018, UNITAR embarked on a new four-year strategy and set of high-levelobjectives that were closely aligned with the 2030 Agenda for Sustainable Development
and its focus on people and their prosperity, the planet and peace and justice.
Given its aspirational, transformative and universal nature, the 2030 Agenda requires
concerted efforts from all countries and all levels of government, as well as from an array ofother stakeholders, including the United Nations and other international organizations, civilsociety, academia and the business community. For its part, UNITAR has been working
within its mission and mandate to provide high-quality learning solutions and related
knowledge projects and services to countries and other United Nations stakeholders witha view to supporting the achievement of the Sustainable Development Goals (SDGs).
At the framework’s mid-point in early 2020, UNITAR commissioned an independent
evaluation on the implementation of the strategy to assess its relevance, coherence,
effectiveness, efficiency and impact and sustainability. The evaluation reached out toa wide array of UNITAR stakeholders, including beneficiaries, donors, implementing
partners, and found the strategic framework to be effectively linked with the global
context through its close ties to the 2030 Agenda, the SDGs and other global blueprints
for action. Given the high relevance of the framework, the evaluation recommended thatthe 2018-2021 strategic alignment should continue for at least the next four years andthe structure continued into the next framework.
Since its onset in early 2020, the COVID-19 pandemic has severely disrupted theworld, bringing about economic and social upheavals, without mentioning the sufferingand losses that so many people around the world have had to endure. Like mostorganizations, COVID-19 affected UNITAR’s work since much of its programming andtraining is delivered in the field, in person. By leveraging its virtual learning environment,
mobile learning and other available IT tools, UNITAR was able to continue its learning
services despite COVID restrictions. These new realities and the uncertainty that looms
will inform the next four years that lie ahead of us.

UNITAR | 2022 – 2025 Strategic Framework4As countries continue the process of implementing the 2030 Agenda, learning undeniably
plays an instrumental role, with knowledge, skills and attitudes being important drivers ofchange across all Goals. Indeed, developing the capacities of individuals, organizations
and institutions through training and related processes could hardly be more relevant to
the transformational change that the 2030 Agenda and the other action plans agreed toin 2015 seek to bring about.
At its Sixty-Second Session, the UNITAR Board of Trustees agreed to extend theframework for the period covering 2022 to 2025. The framework will continue to address
the objectives and sub-objectives from the 2018-2021 period, with emphasis on climate
action and getting the SDGs back on track as areas of priority, as well as the incorporationof two new sub-objectives (SO):●Promote health for all, particularly for the most vulnerable people and countries (newsub-objective under SO2: Promote people’s wellbeing); and●Promote technologies for the realization of the SDGs and in reducing the many
divides in the digital space (new sub-objective under SO5: Promote the indivisible
and integrated nature of the 2030 Agenda).

As observed by the Board, it will be important for UNITAR to continue to address therecommendations of the mid-term evaluation of the framework, such as working to
improve linkages with the UN system, including exploring flexible ways and meansof working with partners at the country level; promoting more integrated approaches;
diversifying multilingualism in programme delivery; and focusing more on impact, as
well as consider or continue with activities around the themes of social and economic
impacts of COVID-19, science diplomacy, cybersecurity, anticorruption, human rights
and sustainable development and green energy.
As an entirely voluntary-funded entity which relies on partnership engagement with awide array of donors and other partners, UNITAR is grateful to those who support its
programming and contribute to successful delivery and achievement of results.

Nikhil SethExecutive Director

Luis Gallegos

Chair, Board of Trustees

UNITAR | 2022 – 2025 Strategic Framework

5Continuing ourStrategic Direction
with New Opportunities,
New Challenges

In January 2018, UNITAR embarked on a four-year framework with a set of strategic
objectives closely aligned with the 2030 Agenda for Sustainable Development and theSustainable Development Goals (SDGs). The framework has served as a useful structure
to guide UNITAR programming. Mid-way into the framework’s implementation, the world
was confronted with the COVID-19 pandemic, which severely disrupted societies andeconomies, and the ways in which we interact with people and move about. Like manyorganizations, the lock-down and travel restrictions imposed in early 2020 brought manyof UNITAR’s activities to a standstill.
As the 2018-2021 strategic framework period comes to a close, we cannot start a new
period without acknowledging the stellar role the framework has played in UNITAR’s
programming, priorities and actions. Grounded in the SDGs and the 2030 Agenda, the2018-2021 strategic framework has a continued relevance in our troubled world.
The COVID-19 crisis is setting us back. There is a reawakening and urgent call to build
back a better world, the future of which will include putting the SDGs back on track
and placing greater emphasis on universal health care, climate change action andstrengthening digital cooperation. In all these tasks we need to place reemphasis on ourinterlinked SDG agenda. Moreover, in accordance with the 2030 Agenda principles ofleaving no one behind and reaching the furthest behind first, we continue to focus ourattention on developing the capacities of countries in special situations and other groups,
including those made even more vulnerable following the pandemic, such as young
persons and persons with disability, amongst others.

UNITAR’s strategic framework provides an opportunity to take a critical andconstructive look at where we are and where we want to be by 2025. It is atime to take meaningful steps to become fit for purpose to meet the learningand broader capacity development needs to help countries achieve theglobal development agenda. The 2022-2025 strategic framework outlines
the direction that UNITAR will take and serves as the foundation for planningand budgeting, for mobilizing resources and crafting partnerships, fordelivering results, and for measuring and evaluating our contribution to the2030 Agenda for Sustainable Development.

UNITAR | 2022 – 2025 Strategic Framework

6The work of UNITAR will continue to be guided by the contemporary plans of action andthe platforms agreed to in the United Nations for our people and their prosperity, forour planet, and for peace and justice. The major blueprints which will guide UNITAR’swork are the 2030 Agenda; the other major outcomes from 2015, including those of the
Sendai (Disaster Risk Reduction), Paris (Climate Change) and Addis Ababa (Financing
for Development) conferences; the Youth2030 system-wide youth strategy of the UN; theConvention on the Rights of Persons with Disabilities and the United Nations Disability
Inclusion Strategy (UNDIS) launched in June 2019; and the ongoing work on UN
development system reform and the Secretary-General’s report on Our Common Agenda.
Challenges – both old and new – are inherent to any opportunity. While our contribution
to capacity development is undeniably real, we are bound by organizational, financial
and other pressures. For a small, autonomous and voluntarily-funded entity, thesepressures can restrain UNITAR from achieving its full potential. Contributing meaningfully
to the implementation of the 2030 Agenda and the other plans of action will require that
we pursue more strategic, integrated, holistic and tailored approaches to deliveringresults that can effectively contribute to the transformations that the Agenda and otherplatforms call for.

Our Institute has registered impressive growth in activities and outputs overthe past several biennia and has continued to grow despite the pandemic.
We have strengthened our focus on delivering learning solutions and on
meeting the needs of participants from developing countries. Our financing
has also increased, from close to $42 million in 2010-2011 to some $68
million projected for 2020-2021.

Despite this optimistic picture, our Institute finds itself – like many organizations – at a
crossroads. Achieving promising, large-scale evidence-based outcomes is a challenging
endeavour. The short-term and small-scale nature of many UNITAR projects, coupledwith the lack of core resources and pooled funding, prevent us from producing more
substantial and enduring results.
The Secretary-General’s report on repositioning the UN development system to deliveron the 2030 Agenda emphasises the need for UN entities to be the best providers in their
domain, follow integrated approaches, be responsive to the differentiated demands ofMember States, deliver as one in partnership with UN system entities, be nimble andagile, and be results driven. The report also highlights skillset gaps in areas such as
leveraging partnerships, financing, data and policy integration, which need to be bridged.
Many groups of countries, including those in special situations, have also elaborated on
their capacity development priorities in the respective plans of action.

UNITAR | 2022 – 2025 Strategic Framework

7In response, we will capitalize on UNITAR’s expertise in the design and delivery ofhigh quality learning solutions and related knowledge products and services that areboth people-centred and respond to the specific needs of Member States and otherstakeholders of the United Nations. Guided by our advisory bodies, we will utilise our
in-house learning support expertise to promote the holistic and transversal nature of the2030 Agenda through transdisciplinary and intersectoral approaches in our programming.
We will leverage partnerships with a range of knowledge organizations and researchrelated bodies with a view to realizing win-win solutions that enhance the spirit of the2030 Agenda and a shared future for humankind.

In supporting countries, we will assign high priority to collaboration andinclusive participation with the overarching goal of leaving no one behindand reaching the furthest behind first. We will also closely monitor the latest
trends in the learning industry, build upon the newest developments intechnology and design and deliver innovative products and services to
respond to current and future learning needs, such as in sustainableinfrastructure and the rapidly developing technology sector as the world
enters the Fourth Industrial Revolution.

Becoming fit for the 2030 Agenda and maximizing our potential to contribute to its
implementation will require us to make changes in both scale and approach to ourprogramming and how we collaborate with strategic partners within and outside theUnited Nations. It will also require changes in how we organize and deploy our humanand institutional capital as well as in our processes to efficiently and effectively deliver
results and learn collectively as an organization.
New opportunities are also provided by new offices and new programmes such as the
UNITAR Bonn Office and the Sustainable Cycles Programme (SCYCLE). The UNITAR
Bonn office that was officially opened in September 2020 is a multi-programme office
and will work across all pillars of the 2030 Agenda. With its activities also deliveredfrom Bonn, SCYCLE promotes the development of sustainable societies through the
reduction of environmental loads of ubiquitous products through research and training,and has now successfully migrated from the United Nations University SCYCLE will
scale up programming in governance and institutional capacity for chemicals and waste
management. In the area of Health, the Global Surgery Foundation is aiming to ensuringthat surgical, obstetrical and anaesthesia care is accessible, safe, timely and affordable.

UNITAR | 2022 – 2025 Strategic Framework

8

Our Vision, Mission
and Values
Our vision is a world in which individuals, institutions and organizations
are equipped with the knowledge, skills and other capacities to overcome
global challenges.
Our mission is to develop the individual, institutional and organizational
capacities of countries and other United Nations stakeholders throughhigh quality learning solutions and related knowledge products andservices to enhance decision-making and to support country level action
for overcoming global challenges.
In pursuing our mission, we place priority value on ensuring that ourknowledge and related products and services are client-oriented, modern
and innovative, and that they meet internationally recognized quality
standards. We also place concomitant value on ensuring a highly inclusive
and transparent organization that is nimble and flexible, and on being heldto account on what we deliver and how. It is through embracing thesevalues collectively and individually that we see UNITAR best-positioned
to achieve growth and become a much more impactful, influential andvisible organization.

Our Core Functions
Providing high-quality learning solutions to address the capacity
development needs of individuals, organizations and institutions
Advising and supporting governments, the UN and other partners withknowledge services, including those that are technology-based
Facilitating knowledge and experience-sharing through networked
and innovative processes
Integrating innovative strategies, approaches and methodologies into
our learning and related knowledge products and services

UNITAR | 2022 – 2025 Strategic Framework9Becoming Fit for
the Pandemic
and Post-pandemic World

The interconnected, universal and transformational nature of the 2030 Agenda and otherdevelopment platforms call for collective action, responsibility and accountability throughthe engagement of a myriad of stakeholders. The 2030 Agenda is a holistic plan of action
for peace, people, planet and prosperity, which calls for a profound transformation in theway we look at – and work to achieve – sustainable development.
Contributing meaningfully to the implementation of the Agenda and helping countries
achieve the Goals requires us to re-think how our organizational capital is structured andinteracts. Programming will continue to be our driver in achieving development results,
but it will be amalgamated around the peace, people, planet and prosperity dimensions of
the Agenda. These pillars will form the foundation of our strategic objectives, in addition
to a fifth objective on cross fertilizing knowledge to support the indivisible and integrated
nature of the Agenda, recognizing that achieving peace, social inclusion, environmental
restoration and poverty reduction and sustainable growth are inherently interconnected
and require mutually supportive and systemic efforts.

UNITAR | 2022 – 2025 Strategic Framework

10Strategic Objectives
Strategic Objective 1. Peace
Promote peace and just and inclusive societies
Conflicts, new or longstanding, undermine sustainable development. As so eloquently
summarized in the 2030 Agenda, “[t]here is no peace without development, there isno development without peace.” Tackling violence; addressing root causes of conflict,insecurity and injustice; and strengthening governance and institutions are essential
steps to creating a more sustainable future. This is of critical importance at a time whenlarge numbers of people feel that development has left them behind, express a lack trust
in institutions, and are concerned about corruption, violence and instability.

Strategic Objective 2. People
Promote people’s well-being and support equitable representation of countries
in global decision-making
Far too many people in our world are excluded from meaningful engagement andparticipation in economic, social and political life. The vulnerable are marginalized andexposed to significant inequalities affecting their well-being and livelihoods. Barriers
to accessing adequate structures and services for health and sanitation and to quality
education, training and lifelong learning opportunities compromise people’s productive
capacity and, consequently, their ability to contribute to social and economic development.
The COVID-19 crisis has turned the world’s attention to universal health care and exposed
the great inequalities within and between countries, especially in the access to life saving
health care. At a macro level, some groups of countries are also exposed to significant
inequalities, including barriers to participation and representation in global institutions
and decision-making processes.

UNITAR | 2022 – 2025 Strategic Framework11Strategic Objective 3. Planet
Support the conservation, restoration and safeguarding of our planet for
present and future generations
Safeguarding our planet requires efforts from all. Halting natural resource depletion,
reducing the impacts of hazardous chemicals on human health and the environment, andcombating the adverse impacts of climate change are all complex challenges requiringstrengthened human and institutional capacities. New legal frameworks; participatory
mechanisms; and policies, institutions, strategies and practices are needed to implement
the transformations required for the protection, restoration and sustainable use ofnatural resources.

Strategic Objective 4. Prosperity
Promote inclusive and sustainable economic growth
Inclusive sustainable growth is critical for prosperity. People’s well-being is rooted ineconomic, social, and environmental security, where opportunities are present and therisks of poverty are reduced, so as to be better positioned to succeed and contribute tosocietal prosperity. Dynamic, sustainable, innovative and people-centred economies
need to build on the productive capacity of their populations, including youth, women,
the vulnerable and the marginalized as an asset to sustainable development.

Strategic Objective 5. Cross-fertilizing
Knowledge and Expertise
Promote the indivisible and integrated nature of the 2030 Agenda
Knowledge is the fuel that can power the transformations required for countries to achieve
the 2030 Agenda. Cross-fertilizing knowledge is part UNITAR’s essence and this will befurther strengthened to support the interlinked and holistic nature of the Agenda.
We are also uniquely positioned to support countries in strengthening the means of
implementation of the Agenda and particularly the capacities of countries to adopt andlocalize the Agenda and mainstream the Goals in national development planning andstrategies, as well as to promote policy coherence.
Science and technology are key elements for implementing the SDGs and are of great
importance in enhancing capacities at national and regional levels.
While digital technology already has an immense impact on development, we must makesure to see these tools support transformative processes.

UNITAR | 2022 – 2025 Strategic Framework

12Implementing ourStrategy
The set of sub-objectives listed below and results areas defined in our biennial programmebudgets will provide the operational tool to guide the implementation of the framework.
As a crosscutting focus, we will place emphasis on reaching the furthest behind firstby working to address the learning and broader capacity needs of stakeholders fromcountries in special situations, as well as continuing to achieve gender parity of ourbeneficiaries every year, providing more inclusive trainings, working towards reducing
barriers to access and participation of beneficiaries across all age groups, creating
specific opportunities for youth, and making greater use of ICT technologies for therealisation of the SDGs and in reducing the many divides in the digital space.
To achieve results effectively and efficiently, we will focus much of our work on
strengthening our comparative advantage in providing high quality learning solutions andrelated knowledge products and services. We will also maximize the use of our strategic
enablers and engage in win-win partnerships with entities within and outside the United
Nations to make a greater contribution to helping countries achieve the SDGs and theobjectives of the other major platforms of action.

UNITAR | 2022 – 2025 Strategic Framework

13Strategic Objective 1
SO1 | Support institutions and individuals to contributemeaningfully to sustainable peace
Sustaining peace entails a broad range of activities aimed at preventing
the outbreak, continuation, escalation and recurrence of violent conflict.
This sub-objective will focus on supporting institutions and individuals,
including those who tend to experience marginalization such as indigenous
peoples, women, youth, persons with disabilities and others, to contributemeaningfully to sustainable peace by increasing capacities of stakeholders
at different levels to prevent and resolve violent conflicts, restore the ruleof law, and build lasting peace.
Programming will include activities aimed at strengthening capacities toeffectively support social integration and peaceful coexistence; to address
root causes of conflict and negotiate and mediate mutually beneficial
and lasting solutions; and to establish legal and regulatory frameworks
on access to information, public participation in decision making, andaccess to justice. UNITAR will also engage in new areas of peace-related
programming, including strengthening knowledge and skills of women aschange agents in conflict analysis, negotiation and mediation; working withat-risk youth to sensitize peers on how to sustain peace and participate indecision-making processes; strengthening engagement of men and boys
as agents of change in efforts to work towards ending sexual and gender
based violence and reducing the stigmatization; improving knowledge andskills on personal conduct towards compliance with the UN Zero Tolerance
Policy; and improving the use of modern technologies, particularly in thearea of energy, to protect civilians and vulnerable populations.

Credit: UN PhotoStrategic Objective 2
SO 2.1 | Promote people’s well-being, including the protectionand empowerment of groups that have been marginalized and arevulnerable
Learning is crucial to promoting people’s well-being and social inclusion.
It provides a lever for individuals to open doors; understand problems;
find solutions; and participate in economic, social and political life.
Unfortunately, many segments of society have been marginalized
and made vulnerable, such as disabled persons, indigenous peoples,
migrants, and internally displaced people and refugees. This sub-objective
will focus broadly on developing people’s well-being, with emphasis on
helping individuals acquire knowledge and skills to promote sustainable
development. Learning and related programming focussing on improving
stakeholders’ capacity to improve patients’ ability to practice self-care,entrepreneurial and productive capacities, on the development andimplementation of migration policies and on education for sustainable
development are some examples of activities.
SO 2.2 | Strengthen representation of countries in special
situations in institutions of global governanceSupporting and promoting multilateralism and institutions of global
governance is of great relevance and importance in today’s world.
Effective multilateral institutions require equitable representation; as well
as strengthened capacities, including knowledge, awareness, skills andattitudes, for delegates and other stakeholders to take part meaningfully
and constructively in multilateral processes. This sub-objective aims todevelop knowledge, skills, awareness and attitudes on the processes,
procedures, issues and decision-making arenas of multilateral institutions,with a focus on the United Nations system.
SO 2.3 | Promote health for all, particularly for the mostvulnerable people and countries
Achieving Universal Health Coverage and building strong, resilient
health systems requires public, private, people partnerships. Ensuringthat low resource countries have essential institutional capacities,
structures, systems and financing in place to tackle the most pressing
health challenges like non-communicable diseases in a sustained andsustainable manner. This sub-objective aims to support countries’ progress
towards achieving SDG 3.

UNITAR | 2022 – 2025 Strategic Framework

15Strategic Objective 3
SO 3.1 | Foster a green, low carbon and climate
resilient transition
Enhancing individual and institutional, legal and technical capacities toadapt to climate change is essential, as is supporting the transition to
greater resource efficiency, low carbon growth, responsible consumption
and production, based on circular economy principles. Under this subobjective, we will continue to work with various partners, including a broad
spectrum of UN entities and national educational institutions, to design,develop and implement learning strategies as a pathway to achieving
green, low-carbon and climate resilient development. We will focus ondeveloping both foundational knowledge and applied skills in the analysisof climate vulnerabilities and risks, the identification and prioritization of
response measures and in the design and implementation of strategies
to promote green growth and climate change resilience.
SO 3.2 | Strengthen the sound and sustainable management ofchemicals and waste
Learning and broader capacity development activities under this subobjective will continue efforts to strengthen the legal, technical andinfrastructural capacities of governments and other relevant stakeholders
to implement chemicals and waste conventions, global agreements andsystems. These efforts will be critical during the period of 2018 to 2021
as the international community negotiates a new framework for the soundmanagement of chemicals beyond 2020.
SO 3.3 | Improve the conservation and sustainable use ofnatural resources
Activities under this sub-objective will focus on the enhancement ofcapacities of key stakeholders to contribute to the implementation ofinternationally agreed environmental obligations. New programming
will include renewable energy and cooperation in the production andmanagement of clean energy technology; legal, technical and othercapacities for legal frameworks pertaining to oceans and seas; andecosystem-based approaches to protect marine and costal ecosystems.

UNITAR | 2022 – 2025 Strategic Framework

16Strategic Objective 4
SO 4.1 | Help countries to achieve inclusive and sustainableeconomic growth
Decent employment opportunities for all, particularly for youth, women andthe vulnerable and marginalized, are of utmost importance for ensuring
economic growth and people’s well-being. Moreover, it is of key importanceto strengthen institutional capacities on trade, finance, anti-corruption, debt
financing, relief, restructuring and sound management to decrease economic
inequalities. In times of globalization, strong multi-stakeholder collaborations
across all sectors help carry forward worldwide initiatives on sustainable
development. This sub-objective focuses on supporting countries to achieve
inclusive and sustainable economic growth1 and to create decent work
opportunities for all by strengthening employability capacities; developing
skills for multi-stakeholder collaboration; and enhancing knowledge on trade,finance, debt and statistics.

UNITAR | 2022 – 2025 Strategic Framework
1.

Including through national initiatives such as the Belt and Road Initiative.

17

Strategic Objective 5
SO 5.1 | Optimize the use of technologies, including geospatial
technologies, for evidence-based decision-making
Science and technology are key elements for implementing the SDGs andare of great importance in enhancing capacities at national and regional
levels. The use of technology-based and innovative solutions will continue
to play an important role in supporting better informed and evidence-based
decision-making processes by the UN system and Member States indeveloping solutions with an integrated approach and in reaching more
beneficiaries. In addition to delivering imagery analysis and satellite
solutions to relief and development organizations, we will develop anddeliver learning solutions based on cutting edge technologies, particularly
with a view to reducing inequalities which stem from unequal access totechnological advances.
SO 5.2 | Support coherence and evidenced based policies of the2030 Agenda
The 2030 Agenda will require all countries and stakeholders to work
together to implement the SDGs. It is crucial to continue increasing theawareness, but also building knowledge, skill sets and ability of various
constituencies to act in support of the global goals in personal andprofessional capacities. Many Member States and key partners still needsupport for implementing and monitoring progress on the 2030 Agenda
and producing and using evidence to inform decisions more effectively,
with emphasis on enhancing the capacities of countries - in particular thosein special situations - in promoting coherent and evidence-based policies
and in improving multi-stakeholder engagement at the national level.
SO 5.3 | Equip institutions to improve the quality of learning
opportunities
Activities under this sub-objective will strengthen the capacities of trainingrelated institutions, particularly those located in developing countries, todesign and implement outcome-based learning in technical and vocational
skills and lifelong-learning opportunities.
SO 5.4 | Promote technologies for the realization of the SDGs andreducing the many divides in the digital space
While digital technology already has an immense impact on development,
we must make sure to see these tools support transformative processes,
such as more cost effective government administrations, easier access to
information and educational resources. To facilitate this, well establishedpolicies must be in place to equal access to the Internet. With about 60 per
cent of the world’s population having access to the Internet (2021) and ofthese about 90 per cent accessing via mobile devises, there is still a long
way to go for all to have access. UNITAR will work with governments andother stakeholders to explore what options exist to leave no one behind.18
UNITAR | 2022 – 2025 Strategic Framework

Strategic Enablers
UNITAR’s strategic enablers are essential support and aim to maintaining sound executive
leadership, strengthening programming for results, optimizing operational efficiency,
increasing and diversifying resources and partnerships, and enhancing communications.

People and Partnerships●

Our human capital is—and will always be—our most important asset. Responding toour clients’ needs and delivering knowledge-based products and services effectively
and efficiently through modern and innovative approaches requires our 100 plus
professionals—from all backgrounds and at all levels—to be collaborative, dynamic
and resilient; to master the set of skills and other competencies in our respective work
areas; to embrace the set of core UN values and to internalize a culture of learningand continuous improvement. Developing essential knowledge and skills of our staff
for the implementation of our strategy will be a primary commitment. We will elaboratea specific competency framework reflecting the knowledge and related products andservices that we produce, providing means for the development of attitudes andbehaviours needed to implement our strategic framework.

●

Our institutional partnerships are also an integral part of achieving effective andefficient results. We will continue with and also pursue new strategic partnerships torespond to existing and new thematic imperatives, such as addressing social andeconomic impacts of COVID-19, science diplomacy, cyber security, anticorruption,
human rights, preventing violent extremism, green energy, and promoting health,managing migration and knowledge about the United Nations system. Working
through partnerships across and beyond the UN development system, including
entities within the network of UN research and training institutes, other UN
organizations, the private sector, academia, and civil society, we will strive to ensure
coordinated action, collaborating widely on global efforts for sustainable development.

Quality Assurance, Learning and Evaluation●

Quality is one of our fundamental values, and it will also enable us to achieveeffective, measurable results. Internal and external quality assurance processes
will continue to validate programme quality, contributing to learning and continuous
quality improvement.

UNITAR | 2022 – 2025 Strategic Framework19●In addition to our quality assurance mechanism, a new knowledge and learning
design service function will support our programming to ensure that high standardsof quality are applied for effective and efficient outcome-based learning, and that amore harmonized and collaborative approach to tackling both thematic and integrated
programming is pursued. We will seek new tools, methods, and approaches thatalign with the way people learn, innovating to enable the acquisition, retention andapplication of the type of knowledge needed for the transformative change required
to support the prosperity advocated in the 2030 Agenda.

Our approach to evaluation will continue to be forward looking and strategic.
In addition to performance and accountability, we will focus on lesson learningand quality improvement. Self-evaluations will continue to be undertaken
regularly, but UNITAR will further strengthen its independent evaluation
practices to ensure that credible, evidence-based information informs
decisions, while also pursuing opportunities to engage in joint evaluation
undertakings with other UN entities.

Strategic Communication●

A strengthened strategic communications function will increase the visibility of
UNITAR as a recognized centre of excellence in training and learning. We will develop
a new multi-year communications strategy and prioritize the use of new and traditional
communication channels, further strengthen exchanges with UN entities for the
sharing of good practices, create a more interactive and collaborative environment,
and educate staff and other personnel on the importance of disseminating coherent
and compelling content to external audiences. We will also facilitate coordination
among different units and programmes for better communication results.

UNITAR | 2022 – 2025 Strategic Framework20

Business Processes●

Our key financial, human resource, procurement and IT processes will continue toplay an instrumental role in supporting programme delivery. We will transform ourfinance and budget function to provide programmes with advice to take sound andstrategic decisions. We will upgrade the information architecture and use new tools
to provide forward-looking financial information to improve the execution of businessprocesses. We will also explore and implement various strategies for optimizing
cash flows, Accounts Receivable and Accounts Payable to achieve the required
financial flexibility for sustaining operations. Our human resources will also ensure
efficiency in contract management and transparency of corporate processes inhiring, promotion and performance management. We will simplify and harmonize
procurement practices to further increase efficiency and effectiveness.

UNITAR will develop and maintain secure, scalable and robust IT systems,
standardizing IT equipment for cost effectiveness and efficient user support;
streamlining processes related to IT infrastructure, and exploring newopportunities for IT training for all personnel. Given our core focus ondeveloping capacities through learning and related services, we will keep
abreast of new trends and technological developments in online learning.

Assumptions, Risks
and Challenges●

Implementing our strategic objectives cannot be done without acknowledging certain
assumptions, risks and challenges. For a small, voluntary funded organization, theseassumptions, risks and challenges are multiple, sometimes significant and almost
always interrelated.

●

In addition to the looming uncertainty of the COVID-19 pandemic, UNITAR
continues to be exposed to the risks and challenges of operating in a changing
and highly unpredictable financial and economic climate, with no core resources,
low and unpredictable non-earmarked contributions and little if any pooled funding
opportunities. A key assumption is the ability of UNITAR to make important inroads
in implementing the 2022 to 2027 Partnership and Resource Mobilization Strategy,
including the objectives of increasing flexible funding, increasing partnerships
and funding from UN and other donor country teams, further increasing strategic
engagement with the business and private sectors and expanding opportunities
for hosted partnerships. UNITAR will also need to strive to expand the scope, scale

UNITAR | 2022 – 2025 Strategic Framework

21and duration of its various projects; and that the current large number of low valuetransactions are minimized so that increased efficiencies in administrative, financial,human resources and procurement processes can be realized.

UNITAR is also exposed to an uncertain political climate and/or security
threats in parts of the world where some of the most promising, large-scale
projects are being implemented, which can produce delays and, in extreme
cases, curtail implementation. The unprecedented global health pandemic
has shown that new risks emerge from global diseases.

●

From an administrative and organizational perspective, successfully implementing
the strategy assumes that UNITAR staff and divisional entities embrace collaborative
practices for working across programming and thematic pillars and pursue integrated,holistic initiatives that contribute to multiple Goals and targets, and that adequate
resources are mobilized for new functions or those requiring upscaling.

●

Externally, this will also require smarter engagement with key strategic partners,
including organizations within and outside the United Nations, donors andimplementing partners, to ensure that UNITAR’s expertise in designing learningand related solutions to capacity needs contributes to other efforts to help countries
and particularly those in special situations, achieve the targets of the Agenda andother plans of action.

Monitoring, Evaluation
and Reporting
Monitoring progress, evaluating and regular reporting on the implementation of thestrategic framework will be essential. Performance monitoring will be enhanced, witha set of indicators and metrics to link our programme budget result areas to the SDG
global indicators. Monitoring will be undertaken at both the managerial and corporate
levels based on the indicators and performance measures in the programme budgets,with performance reports issued to the Board of Trustees on an annual basis, as well as
undertaking an evaluation on the strategic framework towards its conclusion in order toinform the next framework from 2026. Monitoring shall, to the extent possible, be done ina disaggregated way, taking into account the characteristics of groups made vulnerable.
Moreover, we will contribute actively to UN system-wide reporting efforts as required.
In addition to serving as an accountability tool, evaluation will support organizational
learning and inform future frameworks and strategic directions.

UNITAR | 2022 – 2025 Strategic Framework

22Strategic
Framework
2022-2025

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