 As part of SDG 4, we look at global governance of education. Our Prana system was that we make education policies in our country. And those policies are always in line with the values of the society, norms of the society, aspirations of the society. So, our systems, norms, setting and regulation in the delivery of education, these are becoming more complex. So, our Prana approach was that our government makes policies or governmental organizations are prominent. We see that there is increasing participation by a range of non-state actors. We see that there is a progressive shift in the local authority from the state to the global level. And there can be a lot of reasons for that. There is a matter of interest, there is a matter of resources. And where we talk about resources, there are a lot of strings attached to it. And on the basis of those strings, we have to modify and change a lot of things. Either we get the funding from outside or we keep our values intact. So, we see that governance arrangements at the global level have become more complex. As illustrated by multi-take arrangements such as the global partnership for education. So, the potential influence of global governance in education is more controversial in other development sectors such as health. So, this is more like a political decision. It is the political authority which decides about all that. So, fundamentally political nature of the national education policy and the multiple and intertwined ethical, cultural, economic, social and civic dimensions, it comprises. So, this is a traditional system and it has been running. But now we see that there are a lot of effects on the global level. And it is talking about interconnections. It is talking about funding. Particularly for those countries where there are low-income countries, if they want to move forward and education is a means to that, then they have to seek resources from various places. And because of that, we see that there is a change or changing pattern of educational financing. So, instead of let us say pooling the resources from within the country, we have to seek resources from outside. Maybe it is difficult to let us say pool resources from within the country, then we have to move to other institutions for funding. So, as access to both basic and post-basic education expands, there is a lot more pressure on public financing of formal education and training systems. So, because there are more importance on this, therefore, we need to expand these facilities. For the expansion of these facilities, we need more efficient use of the limited resources. Or some are in limited resources and we have to find ways to supplement them to greater fiscal capacity, advocacy for increased official development system and new partnership with Non-State Act. These new partnerships within the country are coming. Here, the private sector is coming. Public-private partnership is coming. And here, not only within the country, there are other people with political authority. In fact, we see these things on a global level. So, there we see that these donors have a crucial role in the formulation of new educational systems or new educational policies. So, donors have traditionally played an important role in supplementing national public spending, particularly for basic education. Because basic education has been considered as something essential. So, that's where we see that that education has become compulsory. When it becomes compulsory and it becomes part of the constitution, we have to provide it as one of the basic human rights it needs resources. So, resources, if we read less, then we look for resources from outside. And outsiders also have a lot of vested interest in it. So, along with that, a lot of things are coming. Therefore, the share of international aid to public education remains important for many of the developing countries, many of the countries which have low income. So, that opens up the avenues for global collective action. In particular, for a funding mechanism that may supplement national public expenditure for education as a public good. This is an important concept considering education as a public good. The influence of donors on national policymaking becomes, let's say crucial becomes important. So, they not only provide development aid, they also let have an influence but rather tremendous influence on the education policy. So, we can say that this is an interference, but if we have to go with the world, then sometimes we don't have many choices. So, when donors impose conditions or rules for giving of aid, then governments may be forced to change their policies accordingly. Pakistan, we have seen a lot of experience in this. The IMF funding that is coming along with it has a lot of conditions. So, that is how we see. So, donor financing by results may be a variant to national policies that take into account national aspirations, priorities, contacts and conditions. Now, national policies have to look into the national aspirations of the people of the country. So, they look for their own values. They have to make the policy in the local context. But when it comes from outside, then that becomes an important factor for changing that system, changing that policy. So, we see that changing dynamics of international cooperation are there. As countries face increasingly similar difficulties, this may unemployment be possible here, inequalities be possible here, climate change be possible here. So, there is now a call for universality and integration as essential features of the future for 2015 development agenda. So, this is the international cooperation. So, universality indeed implies that all countries will need to change their development path, each with its own approach and according to its own circumstance. So, that's the paradigm shift which compels to think in terms of shared responsibility for a shared future. So, this is our planet, that has to be taken care of by all. So, that is where we see that the global governance of education.